Aprendendo a ser pesquisadora–pedagoga: Processos Formativos no Projeto “AVAEDUCA”

Abstract

This course completion work aims to analyze how the project titled “Learning Assessment in Basic Education and Teacher Training: challenges and proposals for the democratization of teaching and learning (AVAEDUCA)”-linked to the Federal University of Paraíba’s Teacher Education Support Program (PROLICEN)-contributed to my academic-scientific development and my future practice as an educator. The study is characterized as qualitative research conducted as an experience report, grounded in the experiences gained during my participation in the project. Methodological procedures included the documentary analysis of institutional materials, such as resolutions, the Pedagogy program’s pedagogical project (PPC), and the project's final report. The study draws upon the contributions of Freire (1996), Pimenta (1996), Tardif (2014), Nóvoa (2019), Luckesi (2011), and Hoffmann (2011), among others. The analysis suggests that participating in the AVAEDUCA project fosters an understanding of assessment as a continuous, diagnostic, and formative process committed to the development of the individual in their uniqueness. The experiences lived facilitated the development of an investigative, autonomous, and critical stance regarding academic writing, the planning and organization of training activities, and the production and dissemination of scientific knowledge. Furthermore, the project served as a significant space for academic-scientific and professional teacher training by recognizing pre-service teachers as active agents and protagonists in their own training process, thereby fostering the construction of my identity as a researcher-educator.