EVALUATION OF LEARNING IN TECHNICAL COURSES AT IFMA- CAMPUS BARRA DO CORDA: WHAT DO THE CONCEPTUAL AND LEGAL ASPECTS SAY?

Abstract

This study has as its research object legal evaluative practices in Professional and Technological Education (EPT), starting from the following problem question: What are the effects of the concepts of evaluation of learning of EPT teachers at the Federal Institute of Maranhão (IFMA) on the development of your teaching practices with regard to legal aspects? The relevance of the research is explained by the fact that learning assessment covers the following dimensions: personal dimension (related to the profession); social dimension (deepens reflections on learning assessment in Professional Technological Education-EPT), academic dimension (contributes with reflections on assessment in professional and technological education). It explains that learning assessment is understood as an important instrument in the process of teaching and learning in EPT, aiming at the construction of knowledge, the discussion of ideas, promoting investigative activity and the use of varied instruments. The theme under study is based on authors who discuss the assessment of learning, such as Hofmann (2011), stating that assessment has a mediating and investigative function. Regarding professional and technological education, it is based on studies by Pacheco (2014). In relation to methodological aspects, it is developed based on the biographical approach and narrative research dialoguing, among others, with Souza (2006) and the writing of training memorials, a device in which the subject reports events that are or were important in their life trajectory, based on Passeggi (2008), among other authors. The study takes place at the Federal Institute of Education, Science and Technology of Maranhão, Campus Barra do Corda and has the collaboration of teachers who work in technical courses integrated into high school. The study highlighted the correlation between the concepts of learning assessment and the design of teaching practices based on legal provisions in the national context and in the context of IFMA. The study resulted in evidence that evaluation practices focused only on the search for results through legal provisions contribute to the rigidity of teachers' practices and, consequently, to restrictions in the professional training of students.