Avaliação da aprendizagem: concepções apresentadas por um grupo de licenciandos do curso de Ciências Biológicas – Campus Realeza/PR

Abstract

The educational phenomena that can be observed and analyzed represent themes to be investigated and problematized from researches concerned with the initial and continuing education of teachers, among them, the Evaluation of Learning. With the purpose of giving new meaning to the teaching and learning processes, assessment has been discussed in many different spaces, inside and outside the school. Therefore, the literature indicates that learning assessment can happen in three different moments: the diagnostic assessment, the formative assessment, and the summative assessment. This paper presents the results of a research that investigated: how a group of undergraduate students of the Degree in Biological Sciences course of a public university interpret the evaluation of learning in the context of their academic training in order to know the conceptions presented by them. Based on the principles of qualitative research, we analyzed the material produced and made available by the teacher of the curriculum component Methodology for Science Teaching, offered in the year 2020, in remote format due to the Covid-19 pandemic. With the development of the classes, different instruments were produced: the initial questionnaire, the recording of the classes, and the lesson plans prepared by the students as an evaluative proposal of the curricular component. The questionnaire was elaborated with nine discursive questions, however, we present the analysis of five of them, with the objective of investigating the meanings that the students attribute to the learning evaluation and applied to fifteen students of the fifth phase of the Degree Course in Biological Sciences of the Universidade Federal da Fronteira Sul (UFFS) - Campus Realeza. To analyze the material we chose the guidelines of the Textual Discourse Analysis (TDA), proposed by Moraes and Galiazzi (2007). First the data collected with the questionnaire were transcribed and unitarized, fulfilling the first stage of the DTA, from that, with the approximation of these words it was possible to identify units of meaning, from which we identified three categories a priori: I) Classificatory evaluative conception. II) Diagnostic evaluative conception. III) Emancipatory evaluative conception. As part of the results we identified in most of the answers, that the predominant evaluative practice in the interpretation that the academics mentioned is directed to the classificatory evaluative conception, few presented a diagnostic evaluative conception and an emancipatory evaluative conception. Since the participating students were in the middle of the course and in their initial training, they probably did not attend specific subjects of the course and of a pedagogical nature. Another factor is that the baggage they bring from basic education may influence their different conceptions, justifying that these are initial conceptions of evaluation, which may change or not until the end of the course and that now, with the transition movement to the higher education context, we expect that at the end of the course the predominant evaluative conception will be the emancipatory conception.