Residência pedagógica: Vozes dos licenciandos de biologia sobre avaliação da aprendizagem

Abstract

Evaluative practice is used from birth, being consciously exercised initially by mankind to classify something, someone, or oneself. To this end, initial teacher education must break with the traditionally established pattern and think about meaningful, reflective and critical learning from the correlation between theory and practice, and consequently a coherent assessment with such practices, constituting relationships within the teacher and student scope, school and society. The current program entitled “Pedagogical Residence” is one of the actions of the national teacher training policy that aims to help the initial formation of undergraduate students, working in the basic education modality. The objective of the following paper is to analyze the undergraduate students' understanding of learning assessment. For this, the research was elaborated with a qualitative approach, in which we had the participation of seven graduates in Biological Sciences who participate in the Pedagogical Residency program provided by the Federal University of Paraíba. For data collection, the methodological instrument used was a questionnaire consisting of four questions. It is possible to confirm that the majority of residents seek to evaluate by means other than traditional means, being on the way and contributing to a natural assessment, recognize that the program has promoted a greater insertion within a school environment, being proof of challenges that exist within such an environment. Therefore, it is concluded that the residents of the Pedagogical Program have a critical view of what the assessment process is and above that, they seek ways to teach and learn in the best way, inserting the knowledge in the reality of the students. It is noteworthy that the Pedagogical Residency Program has been initially fulfilling its objective of inserting the student in the school reality, but despite this it is necessary to change the conjuncture in order that the intention of innovative, critical and democratic classes is only the beginning of a new way to teach, evaluate and use the teachings discussed and built within a school settin