Abstract

CUNHA, Maria Isabel. Formatos avaliativos e a construção da docência: implicações políticas e pedagógicas!. Avaliação (Campinas) [online]. 2001, vol.06, n.02, pp.07-15. ISSN 1414-4077.

In Brazil, the Ministry of Education has been considering the evaluative processes as capable of bringing up positive results to university level education independently from any preliminary discussions related to political and pedagogical projects for this level of education. Such a move brought evaluation to the centre of discussion in academic, institutional and trade union contexts, besides the midia. The evaluative processes do not make explicit the political and pedagogical principles that guide them although their philosophical and epistemological conceptions influence teaching learning and the professionalizing of university teachers, giving new contours to the university cultures built by these professionals and their students. The present investigation aims at analysing, in a systematic and rigorous way, the evaluation processes that are being carried out. It makes an attempt at examining their supporting elements, from a broad perspective expressed in social projects, and their repercussions in terms of pedagogic practices that direct curricula, students' training and, mostly, teachers' roles.

Keywords : Teacher Training; Educational Evaluation; University.

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