LABYRINTHINE PATHS: THE ARTICULATION OF ASSESSMENT AND EXPERIMENTATION IN THE PEDAGOGICAL PROJECT OF THE CHEMISTRY UNDERGRADUATE PROGRAM AT UFGD

Abstract

The debate surrounding assessment and experimentation is a recurring theme in science education research. However, the integration of these elements rarely assumes the form of critical examination. This study aims to understand the interplay between assessment, experimentation, and the potential of experimentation as an assessment tool within the pedagogical project (PPC) versions of a Chemistry undergraduate program in the Midwest. Through a Discursive Textual Analysis (DTA), three intermediary categories emerged: (I) Teacher Education, (II) Educational Assessment, and (III) Limitations of Assessment. The findings suggest that the different PPC versions emphasize teacher training for both educational assessment and experimentation in teaching, with internal assessment identified as a key element for course improvement. However, external assessment, represented by ENADE (National Examination of Student Performance), is critiqued for its limited capacity to reflect the true quality of teacher education. The study concludes that a balance between experimentation and assessment is essential for fostering critical and reflective teacher education.