A avaliação da aprendizagem no Curso de Licenciatura em Ciências Biológicas da Universidade Federal da Paraíba: uma análise a partir da perspectiva docente e discente

Abstract

The learning evaluation is a complex and dynamic process that is present in the pedagogical scenery in a lot of different education steps. The practice of determined action and their conceptions are tied in a series of factors. Researches about this theme has already been debated inside the university context revealing that traditional practices didn’t change during the time. This research has the main goal to understand how the learning evaluation is imagined in the degree in Biological Science course in the Universidade Federal da Paraíba and it is categorized as study of case that has as approach the quali-quantitative research. The data were collected through a questionnaire along with de main-public that are professors and students of the degree in Biological Science in the Universidade Federal da Paraíba, Campus I, João Pessoa and the official related documents. The data analysis and interpretation were performed trough the contents analysis. The resalts show that the documents point out to a generalist and bureaucratic perspective of the learning evaluation with a lot of conceptions being in the course plans. Both professors and students associate the theme in a distinct conception, being such traditional and qualifying as formative and continuous. Noticed that he uses of diverse assessment mechanisms and the permanence of tests among the main. The use of parameter and feedbacks were indicated in the practice of a few professors, although not always used in the effective way. The student’s participation in some curriculum components and teaching initiation projects indicate boost their preparation to execute the learning evaluation. In this way, the learning evaluation has been concept in the degree in Biological Science course mediated by a lot of distinct visions and practices which those the assessment still continues been practiced by the traditional logical that persist elements of an evaluation learning action trough interrupted moments that occur during the exam’s applications. Although, there are still evidences of resistance to that action that could be registered through the collected answers along with the main-public’s research, indicating conceptions that stimulate the development of an action that cooperate to the learning as a continuum construction process. In view of this scenario, the research contributes in the promotion of the knowledge about the pedagogical condition which the learning evaluation is established, elucidating its role, function and impact in the learnings and formation of the future Science and Biology professors.