Evaluation practices in the courses of pedagogy: concepts, models and planning

Abstract

Evaluative practices are inserted in the teaching work at all levels and modalities of education and can assist in directing the training processes, in issuing value judgments, and in decision making by managers and professors. The object of the research was based on the evaluation practices disseminated in undergraduate courses in Pedagogy of a public High Education Institution in Ceará. We aim to understand the evaluative practices of educators. The qualitative methodology used the cartographic posture using techniques of collection of bibliographic, documentary data, and interviews by guidelines with professors. The practices were constituted by the conceptions of measure, instrument, and control. We highlight that the evaluative practices in teaching-learning based on the planning and evaluation models in the context of higher education led us to see the relevance and need for the acquisition of knowledge in evaluation by educators, requiring articulations with the curriculum concepts, since in them the content choices, the definitions originating from the planning, the adoption of the models, the systematization of the instruments and criteria with scope in the work of professors and the learning of students are expressed, above all.