Avaliação diagnóstica e os saberes da experiência nos cursos de formação de professores

Abstract

The starting point of this study is the understanding of the diagnostic assessment as an element that contributes to the identification of the knowledge that was already established by the students and, consequently, for making decisions that will permeate the planning of the teaching-learning process. When this issue regards teachers in their training process, the diagnosis also allows the establishment of an educational dialogue between the knowledge of experience and many others, which are required for the teaching, in a reflective perspective on the practice, and, consequently, for the teachers’ professionalism strengthening. This paper addresses an investigation with teachers/students of a specialization course about Teaching of Mathematics in order to identify what are their conceptions of evaluation and how these conceptions are related to their educational practices in the classroom. It is a qualitative research since it looks forward to appreciating the subjects’ universe of understanding. A semi-structured interview and the focus group technique were used as instruments for the data collection. The theoretical framework included the contributions by Hoffman (2003) and Luckesi (2002), among others. The results point out that the teachers’ concepts of evaluation refer to ideas on training and empowerment, as well as they reveal challenges in becoming ideas into practices within day-by-day assessment procedures.