Concepções sobre avaliação da aprendizagem dos licenciandos do curso de ciências biológicas da Universidade Federal da Fronteira Sul (UFFS) Campus Realeza/PR

Abstract

Learning assessment is one of the topics that are present in the current discussions on teaching, this is no accident, there is still much to explore on the subject. It is believed that the evaluative practice needs to be rethought in many schools, by many teachers and presented to students in a different way. In view of this, firstly the educational literature was searched for the main characteristics and orientations of the evaluative conceptions disseminated in the educational environment, in order to know which conceptions exist. Regarding the methodological part, a questionnaire was developed for ten undergraduates from each of the phases of the Biological Sciences Course of the Federal University of the Southern Frontier (UFFS) - Campus Realeza, in order to identify and analyze the conceptions about evaluation the students of this course, since they will be teachers soon and should be prepared. The analysis of the transcribed data was performed by the Discursive Textual Analysis (DTA), proposed by Moraes and Galiazzi, 2006. First, the data collected with the questionnaires were transcribed and unitarized, fulfilling the first stage of DTA, from there, with the approximation of these words it was possible to identify units of meaning, from which two categories were identified a priori: I) What is evaluation? And why are we evaluated? II) Positive and negative aspects regarding the evaluation; and one still emerging from the research III) Feelings involved in the evaluative processes. The results of the research indicate that there are different conceptions of the evaluation of learning within the course and that the graduates do not have a closed conception about what is evaluation, for many these questions are still under construction. It was noted that the conceptions of classificatory evaluation are very strong among some, but that it is possible to evolve in this sense, since the classificatory conceptions appear more in the initial phases and the formative conceptions have more emphasis in the final phases. It can be considered that the university environment is the cradle for several moments of discussions and reflections on pedagogical practices, especially when it comes to a course of teacher training and it is in this sense that there is also the hope of reaching new conceptions and new actions about learning assessment.