Avaliação da aprendizagem na Educação Profissional: práticas e percepções docentes no Centro Estadual de Educação Profissional em Controle e Gestão do Nordeste Baiano Pedro Ribeiro Pessoa

Abstract

The present work constitutes the Training Report regarding the path taken in the Specialization course in Teaching in Professional and Technological Education (EPT) at IFBA. The study analyzes teaching practices and perceptions regarding learning assessment at the Centro de Educação Profissional Pedro Ribeiro Pessoa, located in Catu-BA, seeking to identify possibilities for pedagogical improvement and the alignment of these praxis with the principles of EPT. The author's professional trajectory, initiated in 2013 in Basic Education and redirected to technical education in 2020, serves as the basis for an investigation that integrates human formation and technical competencies. Methodologically, the investigation is based on a qualitative and descriptive action-research approach, using autobiographical narrative and pedagogical dialogue as data collection instruments. The results reveal that, although there is a search for diagnostic and formative assessment, classificatory and punitive practices still prevail in the institution, using the evaluative act predominantly as a selection instrument. It is concluded that overcoming this model requires the implementation of dialogic and inclusive pedagogical strategies, such as active methodologies and the use of educational technologies, aiming to consolidate a teaching identity committed to social emancipation and student protagonism.