O processo de avaliação da aprendizagem na perspectiva da avaliação formativa, no curso de licenciatura em matemática da Universidade de Caxias do Sul

Abstract

Observing the impact that education has on human life and the historical aspects involving the educational process, this study deals with formative assessment in higher education. Thus, this study aims to investigate how the learning assessment processes have been developed along with the Mathematics Licentiate Degree course at the University of Caxias do Sul. In order to provide subsidies to reach the research objective, the following specific objectives were constituted: a) build a theoretical framework on the assessment of learning in higher education, through literature review, aiming at structuring references for the research process; b) identify the guidelines of the Institutional Pedagogical Project (IPP) and the Pedagogical Project of the Licentiate Degree in Mathematics Course (PPC) at the University of Caxias do Sul, in relation to the learning assessment process; c) analyze the testimonies of teachers about the learning assessment process developed in the Mathematics Licentiate Degree course, in view of the formative assessment perspective; d) find convergences on the learning assessment proposed by the institutional documents and the testimonies of the teachers in relation to the formative assessment process. To achieve the proposed objectives, the methodological route was divided into three moments: the exploratory phase, based on the construction of the theoretical framework and the bibliographic review carried out in the scientific portals of the Brazilian Digital Library of Theses and Dissertations (DLTD), Brazilian Thesaurus of Education and Periodicals Portal of the Higher Education Personnel Improvement Coordination (CAPES); fieldwork, through semi-structured interviews with teachers of the licentiate degree in mathematics and the scope of institutional documents (IPP and PPC); and the analysis and treatment of the collected material, through Discursive Textual Analysis, proposed by Moraes and Galiazzi (2016), through the processes of unitarization, categorization and the construction of the metatext. From the analysis of the testimonies of the teachers participating in the research and the institutional documents, it became evident that the licentiate degree course in mathematics is in an initial movement of overcoming the traditional conception of evaluation to a formative conception of evaluation, for still being present tests and exams as the main assessment instrument, and the differentiation between specific and pedagogical disciplines. It was evident that the course is in this transition movement due to the possibility of diversifying the assessment instruments from Elective Student Work (ESWs), due to the awareness that error is an integral part of the teaching and learning process and that the class welcomes the student in overcoming difficulties, in addition to considering the teaching (re)planning in view of the learning gaps presented. In this way, this study reflects that the evaluation process is linked to the learning that the student builds throughout the entire academic period. [resumo fornecido pelo autor]