Resumo

NETA, Maria de Lourdes da Silva; MAGALHAES JUNIOR, Antonio Germano  e  BESSA, Marcos James Chaves. Evaluative practices: A research in teacher training courses. Rev. Elet. Educ. [online]. 2019, vol.13, n.3, pp.1156-1169.  Epub 01-Set-2020. ISSN 1982-7199.  https://doi.org/10.14244/198271992870.

The evaluation enables making decision by monitoring educational actions, pointing out the progress of students, as well as highlighting the gaps in teaching and learning, providing information for teachers, managers and students, giving opportunities for further training in higher education. With this, the research starts from the following question: how did the evaluative practices of the teachers in the Degree in History? The object of the research was based on evaluative practices in higher education, specifically in two undergraduate courses. The objective was to understand the evaluation practices in undergraduate courses in History, to conceptualize evaluation of teaching and learning and to describe the evaluation practices carried out by the coordinators. The research, of bibliographical and field character, has used the studies of Cavalcante and Mello (2015), Moraes (2014), Tardif (2008), Viana (2012) and others. The methodology of qualitative approach was developed through semi-structured interviews with the managers. The managers' revelations evidenced that the evaluation was carried out by the teachers, autonomously, without the assistance of the Coordination, being no longer characterized as didactic-pedagogical subsidy to foster improvements in teaching and learning in teacher training courses, reducing to measurement conception focused on the application of instruments, on the quantification of learning and without the conception of measurement focused on the application of instruments, the quantification of learning and without feedback students.

Palavras-chave : Teaching-learning assessment; Teacher education; Managers.

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