Formação docente em avaliação: uma análise fenomenológica

Abstract

This research constitutes a phenomenological analysis of the problem of teacher training in assessment of learning and their impact on teaching practice developed in the educational everyday state school in Fortaleza. The study was qualitative, and used the phenomenological- hermeneutical method as option of research and data analysis, with emphasis on Heidegger’s philosophy. According to Heidegger, phenomenology is to come from yourself what manifests. So this assertion legitimizes the need to look for the teachers close to understand the essential elements of an evaluation practice that considers their subjectivities, interests and knowledge of reality. The survey was conducted in six schools randomly chosen. The subjects were 24 high school teachers who worked in the four curriculum areas. The instruments and data collection techniques were: questionnaire, semi-structured interview, sensitive listening and participant observation in the classroom. The results indicated that among the various obstacles present in this context, evaluation of training. The absence works as a significant impediment to formative assessment. The desired changes must be doubly qualified in terms of training and material conditions, otherwise confined to a technical development sighted and pragmatic orientation. Thus, it is expected to raise reflections on teacher training in assessment and the need to include it in the curriculum of undergraduate education as a compulsory subject, aiming to enhance the formative role in teaching practice.