Evaluation of learning in higher education/pedagogy course: daily events as another process of knowledge construction

Abstract

Introduction: For the accomplishment of this work about the evaluation practices of learning in the Pedagogy course of the University of the State of Rio Grande do Norte, it is chosen to realize a dive with all the senses in the quotidian of the teachers and students. Objective: For this, it is aimed to perceive evaluative events that are relevant to the debate involving the formation of the pedagogue/teacher in unauthorized contexts. Methodology: In order for this process to be possible, we assume the research approach of everyday life, in the search for making non-visible, valuing and empowering evasive, deviant and cunning evaluative practices, capable of bypassing rules and producing learning. Based on democratizing conceptions of education and evaluation, we went deep into the daily routine, recording, through the Research Diary, other practices that translated themselves into evaluative events. Results: As principal findings, a diversity of other ways to evaluate was perceived, experienced in the daily routine of the course, expressing themselves as possible practices of critical reflection and development of teaching autonomy in the process of initial formation of teachers in the Pedagogy course. Conclusions: The evaluation practices considered marginal and invisible by the indicative action assumed by the researchers not only point to emancipatory formative processes, but also collaborate in the construction of a dynamic professional teacher identity, capable of articulating what is not visible and measurable to the dominant logic of education.