Resumo:
This Final Course Project analyzes how Assessment for Learning is conceived and presented in the Pedagogical Projects of the Pedagogy Courses at the Federal Universities of Bahia (UFBA, UFRB, and UNILAB) that offer such courses.
Starting from the understanding that Assessment constitutes a political-pedagogical act inseparable from the teaching-learning process, the relevance of assessment as a formative dimension necessary for teaching is discussed. The research, with a qualitative approach, involved bibliographic review and document analysis procedures, using as corpus the PPCs of the investigated institutions, their curricular matrices, and syllabi of components associated with the theme of assessment. It was identified in the PPCs that Assessment constitutes a specific curricular component and is a topic of discussion in curricular internships and teaching methodologies.
The density and relevance of the content of Assessment and the possibility of multiple approaches to its study suggest the need for its discussion in diverse curricular components, in specific disciplines and formative experiences. It is concluded from the reading and analysis of the PPCs that the importance of Assessment in teacher training is recognized with the necessary articulation of theory and practice, aiming at the construction of evaluative practices consistent with dialogical, inclusive and emancipatory principles.
