A avaliação da aprendizagem no processo de formação docente dos Pibidianos

Abstract

This dissertation was developed with the macro objective of investigating the conceptions that emerge from the statements of the participants of the Pibid program regarding learning evaluation. For the theoretical basis of this research, texts that problematize teacher training in the contemporary world were selected, aiming at understanding how we can prepare and enable teachers to respond to the rapid changes identified in the past few years. In order to do that, Nóvoa (1999, 2009), Leffa (2001), Mateus (2005), Mercado and Cavalcante (2007), Roldão (2007) and Oliveira and Santos (2011) were considered essential readings. In addition, discussions were carried out to justify why this dissertation is grounded on Contemporary Applied Linguistics, which is responsive to society. In this way, Rajagopalan (2006) and Moita Lopes (2006, 2013) were two texts considered useful for the theoretical perspective adopted herein. Thus, this dissertation was developed in an interface approach between studies on learning evaluation and Contemporary Applied Linguistics, which demonstrated that the research in one area or the other can mistakenly reinforce the marginalization of South epistemologies. In order to discuss learning evaluation, this research made use of Alvarez Méndez (2002), Fernandes (2009), Hadji (2008), Hoffmann (2017, 2018) and Luckesi (2011a, 2011b). This research is based on a case study inscribed in the methodological paradigm of qualitative research based on André (2005) and considered, as data source, the Pedagogical Political Projects of a Language course in the interior of Minas Gerais and the semi-structured interviews made with Pibid participants. These methodological tools for collecting research data were useful to achieve the main aim of this study, which was to answer three research questions: 1) What does the political pedagogical project of the investigated Languages course suggest on teaching learning evaluation? 2) How do teachers see the teaching of learning evaluation in the teacher training course? 3) How do Pibid participants conceive learning evaluation in their classroom practice at school? The research revealed that not only supervisors but also Pibid participants characterize learning evaluation as traditional tests with grades. Thus, they do not consider a formative assessment practice as eligible. However, with regard to the teaching of learning evaluation, teachers and Pibid participants believe that their teaching should be done, both in the context of the Undergraduation and in the context of Pibid. The analysis of the data demonstrates the need to make teachers more capable of performing formative evaluation. This evaluative practice assists the learner in the construction of knowledge and enables teachers to make a diagnosis of their development in order to consider changes, if necessary, to reach the goal that was set.