Evaluation in higher education: limits and possibilities of an experience

Abstract

This paper analyzes the conception of evaluation practiced by a group of supervisors of the Curricular Internship in the early years in a Pedagogy undergraduation program, starting from the idea that evaluation provides the teacher with a reflection on his practice so that, from the awareness of their convictions, can employ action strategies, develop tools and review aspects that need to be taken up, in the search for facing difficulties encountered along the educational journey. For students, evaluation can be recognized as the moment of knowledge construction and repositioning of the training process. The evaluation is understood as a political act, in the sense of providing successive judgments on a path, always partial, provisional and precarious, that urge the subjects to adjust the course of events to the susceptibilities of the group itself, within a given context of action pedagogical or social formation. Finally, we bring some records of the course of the curricular internship in the early years, in which we were challenged by the COVID-19 pandemic and tried the e-portfolio as a device for critical appropriation and formative evaluation, allowing an experience of displacement and consequent expansion of our understanding of the possibilities of bonding in remote education, in times of exception.