A Avaliação na formação inicial de pedagogas: significações da práxis

Abstract

This study analyzed the construction of evaluative praxis in the Pedagogy program at UFBA from the perspective of pre-service teachers. The research problem was defined as follows: How do pre-service teachers in the Pedagogy program at UFBA construct evaluative praxis throughout the course? In order to engage with the principles of Assessment as an act of monitoring and investigative practice, we drew on authors who understand evaluation as a process that accompanies and moves toward the expansion of learning, such as Benigna Villas Boas, Maria Teresa Esteban, Claudia Fernandes, Cipriano Luckesi, and Luiz Carlos de Freitas. In relation to Teacher Education and the Pedagogy program, the dialogue was established with Kátia Curado Silva and Helena Freitas. The epistemological foundations of Dialectics guided the investigation, inspired by Paulo Freire. This is a qualitative study of an interpretativeanalytical nature, involving a reframing of participatory research, in which 13 pre-service teachers were interviewed. Participant observation, the researcher’s field notebook, and individual semi-structured interviews were used as instruments for data construction. The data were analyzed using the procedure entitled “Núcleos de Significação”, proposed by Wanda Aguiar, articulated with the studies of Socio-Historical Psychology by Lev Vygotski. As results, we highlight that learning about Evaluation in the Pedagogy program - especially in specific curricular components - makes a significant contribution to the undergraduate trajectory, as well as to future teaching practice. The “teachers in training” recognize the importance of the theory–practice unity in guiding their pedagogical thinking-and-doing. Assessment for Learning is understood as an intentional, ethical process committed to the teaching–learning process. Furthermore, we emphasize the importance of studying and advocating for an Assessment committed to the process of humanization, which proved relevant in the empirical findings of this research. Thus, we conclude that the Pedagogy program at FACED/UFBA has been making efforts toward a form of education committed to learning processes that guide future teachers in developing evaluative praxis grounded in epistemological and didacticpedagogical contributions as essential foundations for classroom practice. The study of Evaluation as an act of humanization was the central lesson learned in this work, through which we understood that to assess is, above all, to welcome and invest in the continuity of learning.