Análise dos métodos avaliativos no ensino superior na licenciatura em Matemática de professores, licenciandos e egressos

Abstract

This study aimed to investigate how the assessment methods adopted by higher education professors influenced the academic development of undergraduate students and graduates from the Mathematics Teacher Education Program at the Federal University of Paraíba – Campus IV. The choice of topic was based on the need to understand how assessment practices contribute to the construction of teaching identity and the quality of the educational process. The research adopted a qualitative and descriptive approach, based on a case study, supported by a literature review and the application of diagnostic questionnaires to professors, students, and graduates. Data were analyzed through thematic categorization and interpretation of responses in light of evaluative conceptions found in specialized literature. The results showed that, although written tests remain the most commonly used instrument, participants expressed openness to alternative assessment methods such as seminars, debates, self-assessments, and group projects. Professors demonstrated awareness of the limitations of traditional assessment but highlighted institutional and cultural challenges in adopting more diversified practices. Students and graduates reported evaluative experiences marked by repetitive formats and emphasized the importance of more dialogic and formative practices for their professional performance. It was concluded that assessment methods play a central role in teacher education and in the construction of pedagogical practice. It is necessary to broaden the debate on the function of assessment by incorporating multiple strategies that promote critical thinking, autonomy, and the articulation between theory and practice. The study suggested future research on longitudinal tracking of graduates in Distance Education, as well as the analysis of assessment practices in different institutions and the deepening of the role of evaluation in teacher education curricula.