A construção do conhecimento sobre avaliação da aprendizagem na formação inicial de professores de química da Universidade Federal de Juiz de Forа

Abstract

Learning assessment is essential to teaching, since it is through it that the teaching and learning process is monitored. Therefore, it is important that Chemistry Licentiate Degree address this topic and help undergraduate students understand it in a well-founded manner, aiming at a democratic and inclusive education. With this study, we seek to investigate and understand how the licenciate degree students of Chemistry at the Federal University of Juiz de Fora are trained for the evaluative practice to be developed in Basic Education, especially from the contributions of the discipline Planning and Evaluation of Chemistry Teaching. To this end, this research had the following specific objectives: (I) To investigate how the official documents implemented by the Ministry of Education and the Political Pedagogical Project of the in-person Chemistry Degree courses at the Federal University of Juiz de Fora understand and guide the assessment practice to be carried out in Basic Education and in the training of licentiate degree students in Chemistry for the development of this practice; (II) To verify whether the teaching plans and syllabuses of the pedagogical disciplines of the from the FullTime and Night-Time Chemistry Licentiate Degree courses at Federal University of Juiz de Fora indicate the study of learning assessment in its different areas; (III) To investigate the moments in which the theme of learning assessment is addressed and discussed in the in-person Chemistry Licentiate Degree courses at Federal University of Juiz de Fora; (IV) To analyze the concepts and knowledge constructed about learning assessment and the assessment practice to be developed in Basic Education by licentiate degree students in Chemistry from the Full-Time and Night-Time courses at Federal University of Juiz de Fora, who are in the final stage of the course. (V) Propose a planned action, aiming at improving the construction of knowledge about learning assessment by Chemistry licentiate students at the Federal University of Juiz de Fora. To this end, we conducted qualitative research, which initially involved documental research followed by field research. We observed two academic semesters of the Planning and Assessment of Chemistry Teaching course. During the first observation, through nonparticipant observation, we identified how learning assessment was addressed within the course, how the undergraduates appropriated this knowledge, and the potential contributions of the course to the development of assessment expertise. In the second semester of observation, we carried out a planned action, in which the lessons on assessment were collaboratively planned and taught by the researcher and the course instructor. In this second observation, it was possible to closely follow the process of knowledge construction about assessment by the undergraduates, analyzing to what extent the proposed activities and texts helped them develop and appropriate this knowledge. The participants of this research were 22 licentiate degree students Chemistry, in their final year, at the Federal University of Juiz de Fora, and a faculty member from the Department of Chemistry specializing in Chemistry Education. The responses from the Chemistry undergraduates highlighted the contributions and pointed to the potential that a course focusing on the study of knowledge about assessment can have in shaping these future teachers' proficiency in evaluation. They also revealed some weaknesses and important areas that need to be improved or better developed during the undergraduate degree in Chemistry Teaching, as it the case of having more opportunities to put into practice what has been studied and discussed about learning assessment. Therefore, we consider that further research should be conducted to address these gaps.