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Caminhos e desafios da avaliação pedagógica responsiva nos estágios supervisionados no Brasil e em Portugal
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Advisor(s)
Abstract(s)
Esta comunicação problematiza o conceito de avaliação pedagógica e os seus princípios, trazendo o que as autoras denominam de avaliação responsiva. Além disso, pretende compreender a sua utilização em contexto de sala de aula, nomeadamente em contexto de formação inicial docente, nas práticas de estágio supervisionado, a partir de um universo restrito de documentos orientadores sobre as práticas avaliativas do processo de ensino e aprendizagem (Plano de unidade curricular e Projeto de curso), disponíveis nos sites das universidades públicas do Brasil e de Portugal para refletir sobre a orientação para essas práticas, e em que medida elas avançam para a prática de avaliação responsiva. A metodologia utilizada para esse percurso é a revisão narrativa, cuja análise da literatura e documentos legais e institucionais são da interpretação e análise crítica pessoal das autoras, a partir do que consideram avaliação responsiva. Os dados foram recolhidos em sites de cinco universidades públicas das diferentes regiões brasileiras e portuguesas, seguindo determinados critérios. Os resultados permitem concluir que há uma tentativa de renovação de concepções teórico-práticas e ferramentas de avaliação, incluindo as digitais, porém, verifica-se ainda uma resistência na conceção e momento que se avalia, distante de uma prática responsiva.
This paper problematises the concept of pedagogical assessment and its principles, bringing in what the authors call responsive assessment. In addition, it aims to understand its use in the classroom context, namely in the context of initial teacher training, in supervised internship practices, based on a restricted universe of guiding documents on the evaluation practices of the teaching and learning process (Curricular Unit Plan and Course Project), available on the websites of public universities in Brazil and Portugal to reflect on the orientation towards these practices, and to what extent they move towards the practice of responsive evaluation. The methodology used for this journey is a narrative review, whose analysis of the literature and legal and institutional documents is based on the authors' personal interpretation and critical analysis, based on what they consider responsive assessment. The data was collected from the websites of five public universities in different regions of Brazil and Portugal, following certain criteria. The results allow us to conclude that there is an attempt to renew theoretical-practical conceptions and assessment tools, including digital ones, but there is still a resistance in the conception and timing of assessment, far from a responsive practice.
This paper problematises the concept of pedagogical assessment and its principles, bringing in what the authors call responsive assessment. In addition, it aims to understand its use in the classroom context, namely in the context of initial teacher training, in supervised internship practices, based on a restricted universe of guiding documents on the evaluation practices of the teaching and learning process (Curricular Unit Plan and Course Project), available on the websites of public universities in Brazil and Portugal to reflect on the orientation towards these practices, and to what extent they move towards the practice of responsive evaluation. The methodology used for this journey is a narrative review, whose analysis of the literature and legal and institutional documents is based on the authors' personal interpretation and critical analysis, based on what they consider responsive assessment. The data was collected from the websites of five public universities in different regions of Brazil and Portugal, following certain criteria. The results allow us to conclude that there is an attempt to renew theoretical-practical conceptions and assessment tools, including digital ones, but there is still a resistance in the conception and timing of assessment, far from a responsive practice.
Description
Keywords
avaliação responsiva documentos curriculares estágio supervisionado formação inicial de professores
Citation
Graça, V., & Gonzaga, K. (2025). Caminhos e desafios da avaliação pedagógica responsiva nos estágios supervisionados no brasil e em portugal. PRATICA - Revista Multimédia de Investigação em Inovação Pedagógica e Práticas de E-Learning, 8(3), 108–119. https://doi.org/10.34630/pel.v8i3.6378
Publisher
Centro de Inovação Pedagógica do Instituto Politécnico do Porto