EXISTING RELATIONSHIPS BETWEEN THE EVALUATIVE PRACTICE OF TEACHERS IN THE PEDAGOGY COURSE AND THE EVALUATION OF EXPERIENCE
DOI:
https://doi.org/10.31692/2595-2498.v3i1.121Keywords:
Learning evaluation, Pedagogy Course, Experience EvaluationAbstract
The present paper reflects about the relations between the conceptions and practices evaluated by the teachers of the Pedagogy Course with Evaluation of Experience proposed by Viana (2014), who has been reconstructing paradigms on this theme. A research has a qualitative objective and was carried out in a Higher Education Institution in the city of Vitória de Santo Antão / PE, emerging from the following consultation: How do you give an evaluation practice to the Higher Education teacher of the Pedagogy Course? Its objective was to analyze the aspects that characterize a practice mentioned above from the conceptions that the documents have on Learning Assessment. The results showed that 60% of the analyzed subjects approximate their practices evaluated in Experience Evaluation, and of these, 40% have a strong tendency to the fundamental principle of Negotiation. And, although the other 40% have conceptions focused on traditional practices, they have already shown a great openness to the new innovative and emerging trends of the evaluated processes. In this way, we highlight the new paths for a fairer and more ethical assessment with the doors open, and we emphasize the importance of a good teacher training to carry out these praxis.Downloads
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Copyright (c) 2020 Natália de Pontes Leite Monte, Ana Maria da Cunha Rêgo, Tamara Menezes Soriano de Souza de Santana, Kilma da Silva Lima Viana (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
