Concepção de avaliação da aprendizagem na perspectiva dos professores do curso de Licenciatura em Pedagogia do Instituto de Educação Agricultura e Ambiente - IEAA.

Abstract

The present text is results of two researches carried out by the Scientific Initiation Scholarship Initiation Program, in the período from 2020 to 2022, about the assessment of learning which raised concerns about: What would be the conception of assessment the learning of professors on the Pedagogy course at the IEAA? From this question we had as a general objective: analyze the conception of the professors on the Pedagogy course about evaluation learning. As theoretical support, we used Luckesi (2011), Hoffmann (2018) and Sant’Anna (2014), among others who research the concepts and the functions of assessment. The research has a qualitative approach, focusing on field research and data analysis, using interviews via Google forms, as a tool data collection. According to the main objective, the professors of the Pedagogy course, of the 4 research participants, 3 have the idea that assessment is to verify student learning during the teaching-learning process. The study made it possible to understand that assessment is important tool in the educational process of both the student and the professor, in addition to showing that assessment has types, as the professors mentioned in this study, the most used types of assessment are diagnostic, formative, mediating or continuous,while the functions assianed to assessment by them are: the replanning, reflection on práxis and identification of student learning. Besides, it was verified that there is a great diversification of instruments used by professor. Therefore, their perspective on the number of instruments and it does not cause overload, but provides new knowledges.