Assessment of teacher training in the Brazilian educational context

José Airton de Freitas Pontes Junior,Mariana Cristina Alves de Abreu,Tsitsi Roselene Bwetenga

doi:10.7213/1981-416x.20.065.ds07

Abstract

Evaluation is intrinsic to the pedagogical process and it is related to the use of particular instruments, models and interpretations of the political and social impacts of Education in the Brazilian context. Teacher training is presented here as a focal point in achieving better learning outcomes among pupils. Understanding the importance of these themes in current discussions and based on related legal documents and studies, the article aims to discuss the demands, gaps and contributions of evaluation and assessment in the initial and continuing education of teachers in the context of Brazilian education. In order to accomplish this objective, a documental research of national and international legal frameworks was conducted . We identified the demands, disparities and lacunae in the educational assessment, first in the initial and then in the continuing education of teachers, as well as considering that the assessment can contribute to Education in several facets of the Brazilian reality.

Highlights

The act of evaluating is inherent to the pedagogical process and is related to the use of well-developed instruments, adequate models and applicable interpretations of the political and social impacts of Education in the Brazilian context (VIANNA, 2000; PONTES JUNIOR et al, 2016)
From ancient times to the present, there have been great changes in educational systems, and in the evaluations that deal with education too
This document is in line with the competences placed in the BNCC in the initial and continuing training courses for teachers working in Basic Education

Summary

Introduction

The act of evaluating is inherent to the pedagogical process and is related to the use of well-developed instruments, adequate models and applicable interpretations of the political and social impacts of Education in the Brazilian context (VIANNA, 2000; PONTES JUNIOR et al, 2016). Understanding the importance of these topics in ongoing discussions about teacher training, a brief overview will be provided regarding the demands, gaps and contributions of evaluation in the initial and continuing education of teachers in the Brazilian educational context.

Results

Conclusion