“Marcas do que se foi”: experiências de licenciandos/as em avaliação da aprendizagem

Abstract

This text is the result of a research with (auto)biographical narratives, focusing on an intrinsic issue of teacher training in higher education institutions, related to the learning assessment.  Far from being a topic restricted to Basic Education, the issues that refer to assessment are enhanced in Higher Education, expressing different aspects of teaching and learning and the relationships that are established in ways of thinking and acting, with very striking consequences for those involved. Aiming to analyze, by means of (auto)biographical narratives, implications of experiences in learning assessment in the training of future teachers, the study sought to answer the following question: how do experiences in learning assessment influence the training of licentiate students, either as students or as future teachers? The results indicate, on the one hand, that in the training trajectory there are reminiscences of traditional teaching, with authoritarian and classificatory guidelines. On the other hand, the practices and attitudes of the Licentiate courses´ professors carry out power over the identity constructions of the licentiate students, pointing out the importance that the learning assessment should be based on students´ self-assessment, but also on the evaluators. They also reveal that the narratives provide self-training, contributing to the training process and professional development.