Notions of evaluation in projects pedagogical aspects of undergraduate courses in Physics and Chemistry: analysis of normative documents of the IFRJ

Abstract

The article focuses on presenting the analysis of the assessment guidelines in science education in the guiding documents of the degrees in physics and chemistry of a federal institute of education. The methodology used was based on the content analysis technique and consisted of three stages: selection the material, floating reading and analysis of documents from pre-established categories. The theoretical contribution of this study brings together the authors: Hoffman (2003), Luckesi (2008), Zabala (1998), Perrenoud (2000), Minayo (2007) and Bardin (2009). The analysis identified meanings that differ from the documents, resulting in a theoretical discourse about the assessment that does not resembles with the practical proposal of the documents, besides the little space dedicated to the theme in the documents. It was evident the requirement for textual materials and complementary academic discussions to clarify terms related to the theme and that support the institution's assessment practices in one representative way.

Keywords

• análise documental
• avaliação
• documentos institucionais
• ensino de ciências