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Ensino e avaliação no ensino superior: reflexões a partir da pesquisa realizada no âmbito do Projeto AVENA
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Resumo(s)
O propósito deste artigo foi analisar práticas de ensino
e avaliação de docentes de quatro universidades portuguesas, a
partir do projeto Avaliação, Ensino e Aprendizagem em Portugal
e no Brasil: Realidades e Perspectivas (AVENA). Na chamada
fase intensiva do projeto, baseada em observações de aulas e em
entrevistas a docentes e estudantes, os dados foram integrados
por meio de quatro metanarrativas. A análise mostrou que, em
geral, as práticas de ensino e avaliação eram consistentes com
uma pedagogia centrada no docente, baseada na exposição
das matérias e na avaliação para classificar. Porém, a pesquisa
também permitiu identificar práticas de docentes mais baseadas
na avaliação para aprender e na distribuição de
feedback
, em que
os estudantes estavam no centro das dinâmicas pedagógicas,
participando ativamente na construção de sua aprendizagem.
Ou seja, práticas associadas a ambientes pedagógicos que
favorecem melhor e mais profunda aprendizagem por parte dos
estudantes.
The purpose of this paper was to analyse teaching and assessment practices of teachers belonging to four Portuguese universities, based upon research done within the project Assessment, Teaching, and Learning in Portugal and Brazil: Realities and Perspectives (AVENA). In the so-called intensive phase of the project, based upon class observations and interviews to both teachers and students, data were integrated through four metanarratives. Data analysis showed that, mostly, teaching and assessment practices were consistent with a teacher- centered pedagogy, based upon telling and lecturing and in assessment for grading. However, the research also enabled to identify teachers’ practices based upon assessment for learning and on the distribution of feedback; students were at the center of the pedagogical processes, being active participants in building their own learning. That is, teaching and assessment practices that were related to pedagogical environments leading to students’ better and deeper learning were identified as well. Keywords: Higher education. Teaching. Assessment. Pedagogical
The purpose of this paper was to analyse teaching and assessment practices of teachers belonging to four Portuguese universities, based upon research done within the project Assessment, Teaching, and Learning in Portugal and Brazil: Realities and Perspectives (AVENA). In the so-called intensive phase of the project, based upon class observations and interviews to both teachers and students, data were integrated through four metanarratives. Data analysis showed that, mostly, teaching and assessment practices were consistent with a teacher- centered pedagogy, based upon telling and lecturing and in assessment for grading. However, the research also enabled to identify teachers’ practices based upon assessment for learning and on the distribution of feedback; students were at the center of the pedagogical processes, being active participants in building their own learning. That is, teaching and assessment practices that were related to pedagogical environments leading to students’ better and deeper learning were identified as well. Keywords: Higher education. Teaching. Assessment. Pedagogical
Descrição
Palavras-chave
Ensino superior Ensino Avaliação Práticas pedagógicas Práticas curriculares Pedagogia universitária
Contexto Educativo
Citação
Fernandes, D. (2016). Ensino e avaliação no ensino superior: reflexões a partir da pesquisa realizada no âmbito do projeto AVENA. Cadernos Cedes, 36(99), 223-238.
Editora
CEDES