Didática e avaliação na mediação do processo de ensino e aprendizagem: um caminho para a práxis pedagógica

Abstract

The issue of evaluation crosses other fundamental issues in education, being closely related to didactic and educational practices, and other teaching-learning aspects. Thus, within the educational assessment field, the issue of learning assessment is raised. This issue may be understood as a social practice of accompaniment of teaching-learning process, which is linked with a sequence of ideas and forms of realization and is conditioned to their dimensions (personal, social and institutional). Therefore, this study analyzes the assessment process of higher education teachers and its inter-relation with the pedagogy and didactic, considering the understanding of an educational praxis. The problematic that motivates this research is related to the fact of, most of times, teachers discuss didactic, educational practices and evaluation as they were not inter-related. The goal is to analize interfaces between didactic, evaluation and educational practices understanding that these themes need to be discussed and be present within the pedagogical practice as inseparable one from another. The concept of evaluation used comes from authors as Anastasiou (2006), Depresbiteris (2009), Hoffmann (2006), and Luckesi (2002, 2007). It is a social research with a qualitative nature, done through the content analisys (BARDIN, 2011), from narratives of higher education students. It is stressed that teachers need to understand/learn about the internal relation between the processes envolving didactic, educational practices and evaluation actions as parts of the knowledge mediation for a critical knowledge construction through the educational/pedagogical praxis.