Olhares discentes sobre a relação entre a avaliação do ensino-aprendizagem e a qualidade do Curso de Pedagogia de uma IES pública de Fortaleza – Ceará

Abstract

Present the results of the application of factor analysis model in the dissertation data presented by Carvalho (2012), which deals with the assessment of learning in day and night Pedagogy course in a Higher Education Institution from public educacional system of Fortaleza, Ceará. The theoretical body condenses knowledge about higher education and the assessment of teaching and learning as the educational component act, highlighting the perceptions of Demo (2008), Hadji (2001), Libâneo (1994), Perrenoud (1999) e Zabalza (2004). They were extracted four factors with indices of validity and reliability of scales: Cronbach’s Alpha (0,707), KMO (0,830), acceptable significance (0,000) and explained variance by 60% (60,645). The factors involved in the study are positively satisfactory in relations between: a) the quality of education and satisfaction with the Faculty of Education; b) curriculum, teacher involvement and evaluation of learning; and c) infrastructure of the course and overall income. However, as the main factor, it shows the invariance of assessment tools in course subjects, demonstrating that some teachers still perform only one type of assessment tool in their disciplines, although we are finding this course to make various types of instruments evaluative. The study concludes that the Faculty of Pedagogy of Public Higher Education searched has its quality recognized by his students and attests that is intrinsically related to the quality of teaching, the teacher involvement and evaluation practice. We encourage more investment in teacher qualification, regarding the evaluation of learning in order to improvements in levels of satisfaction with the course.