Avaliação educacional escolar na formação de professores: concepções docentes sobre a prática pedagógica referente ao objeto de conhecimento sistema genital

Abstract

In the educational context, the reproductive system as a subject of study is situated within the broader social landscape and features in various guidelines—such as the BNCC Health Module (Brazil, 2018), the Amazonas Curriculum Framework (Amazonas, 2020), and the Curricular and Pedagogical Proposal (Amazonas, 2021)— linking directly to the prevention of unplanned pregnancies and to health literacy. The general objective of this research was to understand, through the lens of the "Third Generation of Evaluation," how knowledge regarding school-based educational assessment—acquired during the professional development of Science teachers— influences value judgments and the selection of assessment strategies for teaching the reproductive system. This qualitative, exploratory study was conducted in stages involving online questionnaires (via Google Forms) with 37 participating teachers, followed by semi-structured online interviews with five of them. The study drew upon concepts from the Third Generation of Evaluation alongside Shulman’s (2004) theory of teacher learning, with data subjected to Moraes’s (1999) content analysis. Key findings from the questionnaires indicated that the paradigm shift toward formative assessment and professional judgment is strongly catalyzed by continuing education (postgraduate studies, master’s, and doctoral degrees); however, the choice of assessment instruments is constrained by structural, day-to-day tensions, such as a lack of time and infrastructure, as well as institutional pressure for quantitative results. Furthermore, analysis of the interviews revealed that assessment practices regarding sexuality face profound socio-moral and family-related challenges. It became evident that the fear of encountering controversy leads teachers to approach the subject matter in a strictly technical and biological manner as a way to avoid conflicts with the school and families. It has been observed that this rigidity restricts young people's access to crucial information regarding self-protection—a critical issue, given that data indicates sexual violence often begins within the home. However, to circumvent these taboos and ideological pressures, teachers use the official curriculum and scientific knowledge as shields, ethically adapting their assessment tools; they prioritize active learning methodologies, dialogic interactions, case studies, and problem-solving over rote, "mechanical" testing. Ultimately, by assuming a proactive, mediating role and tailoring assessment strategies, Science and Biology teachers address this topic with courage and responsibility; they go beyond merely verifying the retention of concepts to practice active listening, thereby fostering genuine scientific literacy, a supportive human environment, and a network of civic protection that is essential for young people.