Teacher Training and Teaching-Learning Evaluation: Documentary Cartography in Pedagogy Courses

Maria de Lourdes da Silva Neta1 , Maria Terla Silva2 , Antonio Germano Magalhães Junio2 , Rachel Rachelley

Matos Monteiro2

(1. Federal Institute of Science and Technology Education of Ceará, Brazil; 2. State University of Ceará, Brazil)

Abstract: The teacher training developed in undergraduate courses should compose the theoretical and practical aspects, as well as contribute to students seize knowledge about planning, methodological aspects and evaluation processes, elements that constitute the teaching work. The research object was based on the formative proposal in evaluation of pedagogy courses of a public HEI in Ceará. The objective was to cartograph the evaluation training in pedagogy courses. This documentary and bibliographic research had as theoretical-basic methodological basis the writings of Minayo (2011), Rolnik (2014), Sordi and Ludke (2009), Viana (2012), among others. The documents used were the Law of Guidelines and Bases of National Education (LDB), National Curriculum Guidelines (DCN) and Pedagogical Projects. The methodological indications started from the qualitative approach, combined with cartography and documentary dimensions through the analysis of the Pedagogical Projects of seven courses, specifically the proposal of training in the area of evaluation aimed at future pedagogues. The evaluation process is a fundamental part of the teaching-learning process, so we find that in the mapping carried out in the researched documents, training was present in the field of evaluation in pedagogy courses concentrated in the disciplines of Didactics and Evaluation.

Key words: teaching-learning evaluation, cartography, teacher training, pedagogy