A formação permanente do professor e o processo de autoavaliação discente em um curso de licenciatura no norte do Brasil

Abstract

This study aims to present a research developed at a Federal Institute of Education in the interior of the Northern Region of Brazil, in the State of Pará, and developed around the teacher training and the student self-assessment process. Have been part of the research thirty students, from the first semester of a degree in Computer Science. It was a qualitative approach focused on the perceptions about the influence of self-assessment on the training of future teachers. Freire (1987), (1991), (1992), (1997), (2001); Osório (2005); Imbernón (2009); Pimenta and Anastasiou (2010); Luckesi (2011); Hoffmann (2014); Formosinho et al (2014) e (2015) are among the main authors that support this work. The results showed that self-assessment allowed students to fulfill the following categories of knowledge construction with excellence: meaning, problematization, praxis, criticality, continuity-rupture, historicity and totality. It can be concluded that it is important to promote self-assessment, among other modalities, in higher education and that there are still many issues that need to be reviewed, starting with the already established evaluation processes that often focus on the overall evaluation, that appear around the student and take the teacher out of the scene.