A formação para avaliar nas licenciaturas de língua portuguesa: uma análise dos projetos pedagógicos dos cursos das universidades federais de Minas Gerais

Abstract

The quality of education is intrinsically linked to the initial training of teachers and the pedagogical practices they adopt, with special emphasis on educational assessment, a central element in the teaching and learning process. However, traditional assessment practices, frequently centered on tests and grades, tend to perpetuate inequalities and do not favor the comprehensive development of students. Given this, the general objective of this study is to analyze the offer of disciplines related to educational assessment in the in-person Letras – Portuguese Language programs at the federal universities of Minas Gerais. It seeks to understand how the initial training of future Portuguese Language teachers approaches educational assessment. The relevance of the research lies in a gap identified in teacher education regarding educational assessment, which frequently results in inadequate assessment practices in the school context. These practices, in turn, can compromise not only the effectiveness of the pedagogical process but also equity and the promotion of meaningful learning. To this end, a documentary study with a qualitative approach was conducted, analyzing the curricular matrices and the syllabuses of the disciplines offered in the programs in question. As part of the results, in addition to contributing to the debate on the initial education of Portuguese Language teachers, this study developed a pedagogical workbook on learning assessment aimed at current and future teachers, as an educational product. This material aims to provide theoretical and practical support to enhance assessment practices, promoting a more reflective, inclusive, and transformative vision of assessment within the educational process. It is expected that both the research results and the pedagogical workbook will contribute significantly to the improvement of assessment practices and to the preparation of teachers to better handle the challenges of educational assessment.