A avaliação educacional como componente curricular na formação de professores: um estudo documental a partir dos projetos pedagógicos dos cursos de pedagogia

Abstract

This article develops a theoretical study on the evaluation in education as a curriculum component or discipline, in the teacher training. In a survey of exploratory character, sought by bibliographic and documentary research, investigate the evaluation in education as a curriculum component in Pedagogical Course Projects – PPCs de Pedagogy of Brazilian Federal universities. The teacher training studies were evidenced (Luckesi et al., 2012, Cury, 2001, Savianni, 2009), as well as aspects of the component curricular evaluation (Gatti, 2007; Vianna, 1995; 2000; 2005; Fernandes, 2008). In addition to the legal documents that guided the teacher education in the country, such as the National curriculum guidelines of the course of pedagogy (Brazil, 2006) and the law 9,394/1996, of guidelines and Foundations of education. For both it was considered for the sample of this study the Federal universities of various Brazilian States, including each of the regions, are selected from the ENADE – the sample featured twenty universities. From the systematization of the data were established the following categories of analysis: characteristics of the offer of educational assessment, constituent elements of discipline of evaluation, evaluation subjects with the categories of the DCN of pedagogy. The results showed that more than half of PPCs analyzed bring educational evaluation or teaching-learning as curricular component and required typology, which proves the course at DCN and the demand to know and find more about the assessment. It is expected that other reviews can be observed on the contribution and existence of these disciplines in undergraduate teacher training courses.