REFLECTIVE CRITICAL ANALYSIS OF THE SYLLABUS FOR THE ELECTIVE DISCIPLINE OF THE DOCTORATE IN EDUCATION: EVALUATION AS AN EDUCATIONAL PROCESS

Abstract

The general objective of this article is to analyze and make a critical/reflective analysis of some texts that make up the syllabus of the elective course: evaluation as an educational process, in the doctoral course, at a university in the city of Curitiba, in the state of Paraná. In the qualitative mode, the characterization of the analysis will take place sequentially according to the schedule of texts covered monthly, highlighting the importance of assessment as an educational process, and its interfaces as proposals to assist in/for teaching practice, to improve the teaching-learning process. Among the specific objectives, they are anchored in: implementing and scrutinizing the relevant contributions of the theorists of the menu, trying to stick to the theme of evaluation, linking them to the subtopics of the study guide to better describe each one, making an analytical extraction of the points important aspects of the evaluation process that are addressed in each text. Thus, analyzing the textual reports in order to envision the assessment as: policies in the education system, process and decision-making, theoretical and practical issues for learning, procedures and methods, assessment in times of pandemic, contribution of methodological support and pedagogical in the face-to-face and distance modalities, plural assessment in all its spaces, as the possible objects and the difficulties of regulatory assessment, and other contributions of assessment as an educational process. As for the results of this analysis, it was noticed that the act of evaluating to qualify, it was shown that evaluation is not an end of the educational process, but rather a means, a way to understand which approaches should be acted upon and, with the errors pointed out, appropriating itself as a way of seeking knowledge.