A formação de professores para ressignificação das práticas avaliativas na educação superior em favor da democratização do ensino

Abstract

This paper presents a theorical cutting about teaching in higher education which aim is to reflect on the dimension of the importance of teacher training for the learning evaluation that contributes to the democratization of higher education. The adopted methodology was bibliographic research, based on different authors who discuss learning evaluation and / or broach a teacher training, such as D’Avila (2013); Dias (2011); Hadji (2001); Hoffmann (2001); Laneve (1993); Libâneo (2006a, 2006b, 2010); Luckesi (2001, 2005); Pepper (1997, 2010); Pimenta and Anastasiou (2002); Vianna (2005), among others. It knows that the evaluation process is a dynamicand complex act which requires a reflection in a view of the current situation of education. Although it is said that teachers are qualified to express value judgments, it is aware of many mistakes that can not resist the most critical analyzes because there is a tendency to reproduce traditional assessment practices. The fact of the initial training for university teachers in this area is unsatisfactory makes some of them feel unaware of the conceptual field which justifies their practice. This takes to the weakening of adjustment functions and good regulation of teaching and learning activities, as well as to take some teachers imitate others, which constitute models, giving continuity to the existing conservative stereotype in the university evaluation practice. In conclusion, it reinforces the need to develop, within higher education institutions, a training process with teachers, with new guidance about this component of the educational act.