A AVALIAÇÃO DA APRENDIZAGEM SEGUNDO PROJETOS PEDAGÓGICOS DE CURSOS DE LICENCIATURA EM MATEMÁTICA

Abstract

The study aims to analyze how the evaluation of learning is prescribed in the Pedagogical Course Projects (PCP) of Mathematics Teaching Undergraduate Degrees, in order to identify in these documents what guides students’ practices, how the evaluation process is conceived, as well as instruments indicated to evaluate their students. We intend to infer and analyze what knowledge about learning evaluation future teachers are constructing during their pre-service education. It is a qualitative, bibliographical and documentary, exploratory, descriptive and explanatory research. The sample consisted of 31 PCPs from Federal and State Universities in Southeast Brazil. We consider 2019 as a reference year and the PCPs that were reformulated according to Resolution CNE / CP 2/2015, as the projects are updated and published. We established categories to analyze the object of study, dialoguing with the literature. We found that the theme ‘learning assessment’ is present in several subjects of pedagogical content of the curricular matrixes of the courses, encompassing a diversity of qualitative and quantitative instruments for the evaluation process. The traditional test is the privileged instrument. We do not see the necessary centrality of this theme in several sections of the PCPs.