Panorama das inter-relações de avaliação no currículo: um olhar para os eventos ANPED e ENDIPE

Abstract

Debating assessment in teaching is part of the process of understanding that the curriculum needs to be consistent with student-centered teaching and learning. Thus, the objective of this research is to understand how the evaluation perspectives are presented in the works of the National Association of Graduate Studies and Research in Education (ANPED) and the National Meeting of Didactics and Teaching Practices (ENDIPE) in teaching in a curricular context , considering possible interrelationships, limits and/or challenges. The search for the ANPED event took place in the works of the annals of 2021, while in ENDIPE, it was in an E-book, year 2020. In all, 41 works were selected that, after analyzing the titles, four categories emerged, namely: Evaluation Institutional, Learning Assessment, External Assessment and Assessment and Curriculum Design. Therefore, unfortunately we point out that there is a lack of work referring to evaluation in Science Teaching, as well as the main author who is the student in the teaching process. Also say that it was possible to reflect on the evaluation as a teaching process and not as a product, realizing the importance of developing a critical, participatory, reflective and mainly dialogical and fair evaluation.