Saberes e fazeres docentes do ensino superior: processo da avaliação da aprendizagem: “Os nós, desatando os nós, construindo laços”
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2014
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O processo de avaliação perpassa todas as ações que realizamos em nosso cotidiano, e na avaliação da aprendizagem no ensino superior, compreende-se que a prática pedagógica assume um caráter particular e indispensável no âmbito da construção de conhecimentos que certificam a aquisição de saberes, competências e habilidades do aluno capaz de refletir sobre o seu papel na transformação da comunidade, na sociedade e no mundo. A partir do processo metodológico e didático possibilita-se a aprendizagemao aluno para atuar de modo significativo na sua formação. A avaliação da aprendizagem é ato complexo, inacabado, contextualizado pela dinâmica da didática e da metodologia. Buscou-se compreender as concepções dos professores sobre a avaliação, os saberes necessários, o avaliar, o seu papel no ensino superior, formação contínua e prática pedagógica. Tem como objetivo geral analisar as concepções dos coordenadores, professores e alunossobre avaliação da aprendizagem no ensino superior. Os específicos pretendem conhecer as concepções da avaliação da aprendizagem no ensino superior e a relação com a prática avaliativa e formação docente; conhecer as concepções dos professores acerca dos saberes da avaliação; comparar concepções dos professores, coordenadores e alunos sobre a avaliação da aprendizagem no ensino superior. A metodologia aplicada foi a qualiquanti, a partir de entrevistacom os coordenadores e questionário com professores, alunos ingressantes e alunos concluintes. A análise e discussão dos dados tiveram como base teórica a linha da Análise do Discursocomo técnica utilizada para obtenção dos resultados dos dados qualitativos e o SPSS para os dados quantitativos.
The learning evaluation process passes through all actions we take in our daily lives. Thus, in the learning assessment in higher education, it is understood that the pedagogical practice has a particular character, and it is very important for the knowledge building which certifies its own acquisition, competencies, and abilities of the students capable to reflect on their role in the transformation of the community, society and world. The methodological and didactic process to learning enables the students to act significantly in their education path. The evaluation process is a complex, and unfinished act. It’s contextualized by the dynamics of teaching and its methodology. We sought to understand the professors' conceptions about the following topics: evaluation; the knowledge needed to evaluate; their role in higher education; continuing education; and pedagogical practice. Therefore, this work has as main objective to analyze the conceptions of coordinators, professors, and students about learning assessment in higher education. The specific ones intend to investigate the conceptions of learning assessment in higher education and the relationship with the evaluative practice, and the teacher training; investigate the professors' conceptions of knowledge about evaluation; compare conceptions of professors, coordinators, and students on the assessment of learning in higher education. The methodology applied is called qualiquanti, it’s based on interviews with coordinators and questionnaires for professors, freshman, and graduating students. The analysis and discussion of the data had as its theoretical basis the Discourse Analysis, as well as the technique used to obtain the results of the qualitative data and SPSS for the quantitative data.
The learning evaluation process passes through all actions we take in our daily lives. Thus, in the learning assessment in higher education, it is understood that the pedagogical practice has a particular character, and it is very important for the knowledge building which certifies its own acquisition, competencies, and abilities of the students capable to reflect on their role in the transformation of the community, society and world. The methodological and didactic process to learning enables the students to act significantly in their education path. The evaluation process is a complex, and unfinished act. It’s contextualized by the dynamics of teaching and its methodology. We sought to understand the professors' conceptions about the following topics: evaluation; the knowledge needed to evaluate; their role in higher education; continuing education; and pedagogical practice. Therefore, this work has as main objective to analyze the conceptions of coordinators, professors, and students about learning assessment in higher education. The specific ones intend to investigate the conceptions of learning assessment in higher education and the relationship with the evaluative practice, and the teacher training; investigate the professors' conceptions of knowledge about evaluation; compare conceptions of professors, coordinators, and students on the assessment of learning in higher education. The methodology applied is called qualiquanti, it’s based on interviews with coordinators and questionnaires for professors, freshman, and graduating students. The analysis and discussion of the data had as its theoretical basis the Discourse Analysis, as well as the technique used to obtain the results of the qualitative data and SPSS for the quantitative data.
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Orientação: Maria das Graças
Andrade Ataíde de Almeida ; co-orientação: Óscar Conceição de Sousa
Palavras-chave
EDUCAÇÃO, ENSINO SUPERIOR, AVALIAÇÃO DAS APRENDIZAGENS, PRÁTICAS PEDAGÓGICAS, PROFESSORES, APRENDIZAGEM, EDUCATION, HIGHER EDUCATION, STUDENT ASSESSMENT, PEDAGOGICAL PRACTICES, TEACHERS, LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO