Resumo

PINHEIRO, NIUSARTE VIRGINIA; PAULA, ENIO FREIRE DE  e  GUIMARAES, PATRICIA BALDOW. LEARNING ASSESSMENT IN UNDERGRADUATE MATHEMATICS TEACHER EDUCATION PROGRAMS IN BRAZIL. Est. Aval. Educ. [online]. 2025, vol.36, e11311.  Epub 31-Dez-2025. ISSN 1984-932X.  https://doi.org/10.18222/eae.v36.11311.

This article analyzes how knowledge related to learning assessment within the scope of teacher training is understood and regulated in the reformulated pedagogical project of Mathematics Teacher Education programs, based on Resolution CNE/CP n. 2 (2015). This is the result of quali-quantitative research that employed document analysis. The research corpus comprised 172 pedagogical projects from Brazilian federal institutes, and federal and state universities published between 2016 and 2019. The findings reveal that 51%, 27.3% and 21.7% of the documents present, respectively, low, medium and high levels of such knowledge. In general, a central formative focus on learning assessment is not observed within the courses that constitute the curricular structure of teacher education programs.

Palavras-chave : LEARNING ASSESSMENT; TEACHER TRAINING; EDUCATIONAL PROJECT; MATHEMATICS TEACHING.

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