Análise reflexiva da implementação do Diário de bordo como instrumento de avaliação formativa no Curso Técnico em Análises clínicas (Proeja)

Abstract

This Training Report presents a reflective analysis of the implementation of the Logbook (Diário de Bordo) as a formative assessment tool in the Clinical Analysis Technical course (TAC), PROEJA modality, at CETEP/LNAB, in Alagoinhas, Bahia. The main objective is to investigate how the Logbook contributes to the omnilateral training of students and to the resignification of teaching practice. The theoretical framework is grounded in the concepts of formative, diagnostic and mediating assessment (Luckesi, 2011; Perrenoud, 1999; Hoffmann, 2009), reflective teaching practice (Schön, 2000; Tardif, 2000), the journal as a research tool and instrument of professional development (Zabalza, 2004), and integral human formation in Professional and Technological Education (Saviani, 2003; Frigotto; Ciavatta; Ramos, 2005; Freire, 1996). Methodologically, this is a qualitative, descriptive and autobiographical experience report, inspired by the principles of action research and based on the teacher's systematic reflection on his own teaching practice, involving approximately 50 students, mostly working women between 30 and 50 years old. Results indicate that the Logbook became a dynamic, informative and diagnostic instrument, allowing the assessment of progress, detection of weaknesses and reorientation of teaching practice from the feedback of student writing. It is concluded that the implementation of the Logbook materializes formative assessment as a possible praxis in Professional and Technological Education, although its full effectiveness requires institutional conditions still absent in the state education network.