A relação entre a formação inicial do pedagogo e as concepções e práticas de avaliação da aprendizagem

Abstract

This paper deals with the relation between the initial formation of the pedagogue and the evaluation as a tool of the teaching and learning process. Conducting a formative evaluation requires intensive reflection and action from the teacher and the educator must be trained accordingly. Bibliographic research is supported by evaluation theorists such as Luckesi, Hoffmann and Esteban. In order to analyze through documentary research the curriculum of the pedagogy course of the Federal University of Ceará. Next, the results obtained from the application of a questionnaire with the students of the last two semesters of the mentioned course are discussed, in order to analyze how these students are being trained on how to evaluate. For the classroom is a conducive environment to break with a culture of tests and exams that contribute to the exclusion and evasion of education systems. The researched university does not present specific compulsory subjects on learning assessment, but students understand the role of evaluation and its consequences for an inclusive practice and improvement of the quality of education.