ABSTRACT
The teachers’ evaluative knowledge can make the evaluation process of teaching-learning an
important subsidy aimed at directing the formative actions in Basic and Higher Education,
modifying the basic dimensions of the didactic-pedagogical process, allowing for
improvements in planning, teaching, adoption of methodological strategies by the teachers,
encouraging the learning. The context of research was higher education, specifically
university teaching in seven courses of Pedagogy of the UECE (State University of Ceará),
one located in Fortaleza (Capital) and the other in six municipalities of Ceará: Crateús, Iguatu,
Itapipoca, Limoeiro do Norte, Quixadá and Táua. The research was carried out in the period
from 2014 to 2017. The object investigated in the thesis was the formation of the evaluation
knowledge of the teachers who carried out the training activities in the UECE Pedagogy
Courses, highlighting the knowledge, practices and formation. The central objective was to
understand the constitution of the evaluative knowledge of the teachers who taught Didactics
and Evaluation in the courses of Pedagogy of the UECE. The basic theoretical reference of
the investigation was based on the Luckesi (2005, 2011), Bonniol e Vial (2001), Fiorentini,
Sousa Junior, Melo (1998), Garcia (1995), Tardif (2008), Gautiher (2013), Pimenta (2012),
Franco (2012), Passos, Kastrup, Escócia (2015), Rolnik (1989, 2014), and others. The
investigative methodological broach was based on the qualitative approach using the multiple
case study method, guided by the investigative posture of educational cartography, based on
bibliographic, documentary and empirical data collection techniques, using interviews with
eight teachers, in which we decided to organize the analysis of data by categories based on
three tracks: training, knowledge and practices. Was made a documentary search, carried out
in the Law of Guidelines and Bases of National Education (LDBEN), in the National
Curricular Guidelines (DCN) of the Pedagogy Course and in the Pedagogical Projects of the
Courses (PPC). Given that in LDB the indications of the evaluation follow in general scope in
the Brazilian educational context. In the DCN, the results pointed to the indication of the
needs of the evaluation, lacking the specifications for the evaluative scope of teachinglearning.
In the PPC, the evaluation base was based on the UECE regiment indicating the
verification of the learning based on the quantification of the results. The empirical research
evidenced the constitution of the evaluative knowledge of each teacher in a particular way
constituted mainly from the professional experiences resorting to the practices of application
of the instruments without offering feedback to the students, with absence of the specification
of the models, criteria, as well as we verified the absence of continued training by the IES,
surveyed in the evaluation.
Keywords: Evaluation Knowledge. Cartography. Pedagogy. Training, Knowledge and
Practice.
