Avaliação da aprendizagem: análise de concepções de futuros professores de Matemática na perspectiva da teoria da aprendizagem significativa

Abstract

Considering that the Meaningful Learning Assessment theme is little explored in the process of teacher education of the Mathematics Degree course at the Federal University of Santa Maria (UFSM), it was proposed to investigate how the conceptions of learning assessment are presented in the context of the initial training of mathematics teachers and how they can contribute to practices that foster meaningful learning. The work is characterized as an exploratory case study, whose data were analyzed qualitatively through three investigative instruments: initial questionnaire, concept maps and reports, respectively answered and prepared by teachers in initial training, in the Internship discipline. Supervised II, from the UFSM Mathematics Degree course. Based mainly on Ausubel's Theory of Meaningful Learning (TAS) (1980), the research also seeks subsidies from Pozo's Implicit Theories (2006, 2002) and Novak's Theory of Education (1984; 2000). The analysis of the dilemma questionnaire (POZO, 2006) identified the Constructive profile for the public involved in the research. That is, the future teacher is aware that learning is by construction, but how do you conceive evaluation for this type of learning? At this stage, it was necessary to propose the elaboration of concept maps (NOVAK, 2000), whose analyzes identified the absence of conceptual relationships involving the concept Evaluation, in the cognitive structure of these future teachers. Finally, the internship reports analyzed show a recognition about the importance of evaluating during the teaching process, however this recognition is lost in the planning stage for the practice. From the perspective of TAS, the triangulation of these data indicates that the absence of the concept subunce evaluation in the cognitive structure of academics prevents the construction of new conceptual relationships involving teaching, learning, curriculum, context and assessment. Finally, the semi-structured interview with three teachers of the UFSM Mathematics Degree course indicates a great concern and commitment to the subject of learning assessment, despite being worked only in the final phase of the curriculum. It is concluded that the present research allowed to identify indications that teachers in initial formation may be in a transition phase of their conceptions and practices, according to the adopted framework, because most of them did not keep in their reports of practical activities same impressions as in questionnaires and concept maps. This transition phase is timely for the formation of the subunitor concepts necessary to relate theory and practice for the purpose of evaluating meaningful learning.