Percepções de licenciandos em química sobre avaliação: uma abordagem com grupo focal

Abstract

Evaluation practices have historically permeated various social, cultural, and educational contexts. In Higher Education, and particularly in Chemistry Teacher Education programs, it becomes essential to understand the factors that reveal the presence of characteristics associated with assessment in the training of students. Based on this perspective, this study aimed to understand the conceptions of students enrolled in a Chemistry teacher education program regarding assessment. To this end, a qualitative approach was adopted, using the focus group technique as the main tool for data collection and construction, seeking to gather opinions, experiences, and interpretations collectively built. The data analysis involved the interpretation of student narratives and dialogue with theoretical frameworks. The results show that the absence of a feedback culture and the lack of appreciation for mistakes as learning opportunities compromise the training process of future teachers. Although some students have experienced more formative and reflective assessment practices, these were isolated and concentrated in pedagogical courses. Such experiences were recognized as more meaningful for their critical and teaching development. The findings reinforce the importance of pedagogical proposals that value student voice and promote an assessment culture committed to learning, aimed at preparing teachers who are more critical and aware of their transformative role.