Avaliação da aprendizagem no contexto da formação de professores: relato de uma experiência

Abstract

This study intends to describe and make considerations about the trajectory lived in the context of the curricular component Assessment in the Educational Context, with students from the Pedagogy course at a public university. Therefore, the general goal that guides this paperwork is based on: understand how the lived experience in the curricular component Assessment in the Educational Context contributed to reconfigure the evaluation concepts and evaluation practices; and as a secondary goal: identify in the students’ voices in training, the meanings and perceptions built on the assessment during their school career. The theoretical support used is mainly based on the contributions of Freire (1999; 2015), Dazzani and Faria (2009), Sousa (2009), among others. In the methodological scope, this is a qualitative research, having as an instrument for the production of daily data on itinerants, oral reports. The results revealed that 95% of students have a negative perception about the assessment. In their mindset, evaluation means: oppression/evidence (EP1), panic, revenge (EP2), panic/terror/fear (EP12), crying/trauma (EP22).