Resumo

PASSARELLI, Lílian Maria Ghiuro. The meta-evaluation of discipline ministered in stricto sensu postgraduation. Rev. Elet. Educ. [online]. 2018, vol.12, n.1, pp.245-262. ISSN 1982-7199.  https://doi.org/10.14244/198271992130.

This paper aims to analyze the evaluative manifestations of master students of the elective discipline given in the Programa de Estudos Pós-Graduados em Educação: Formação de Formadores (Formep). The discipline promotes practical work to manage productively the results obtained in large-scale evaluation processes related to reading and writing. The foundations underlying this study are based on socio-interactionist models and theories to sustain reading and writing as meaning-building processes. They are also guided by the conception of evaluation as learning. To verify if the proposed activities contributed to the expansion/ construction of knowledge, an instrument was designed to allow master students to assess both themselves and the discipline at the end of the semester. In this article, the scope of analysis is restricted to the manifestations constituted by the perception of self-assessment referring to only two activities carried out during the semester and by the evaluation of the discipline. To operationalize the analysis of such manifestations, the chosen criterion was to group them into categories related to the three dimensions of teaching practice: knowledge, knowledge to be and knowledge to do. The choice for these categories stems from the assumption that formers produce specific knowledge throughout their educational practice and are not mere mediators of knowledge produced by others. It also implies the very nature of pedagogical action, of the historicity of praxis: a critical reflection to minimize the gap between the theoretical and practical planes. The results led to the realization of investments/adjustments on two fronts: (i) resizing of approaches and selection of contents; (ii) meta-evaluation of the instrument with which information was collected.

Palavras-chave : Evaluation as Learning; Production of Academic Text; Meta-Evaluation.

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