TEACHER EDUCATION IN EDUCATIONAL ASSESSMENT: A STUDY ON THE ON CURRICULUM AND SYLLABUS OF PEDAGOGY UNDERGRADUATE PROGRAMS

With an emphasis on understanding one of the elements of assessment education, this study focuses on what is organized in Pedagogy Bachelor's programs located in the Grande ABC region to be taught to future teachers. The research was based on qualitative methodology, involving the analysis of curriculum matrices, syllabi, and interviews with course coordinators. The results revealed that, despite some progress with the emergence of assessment-focused courses in the curriculum matrices of Pedagogy programs, the nature of the syllabi analyzed for these courses is evidently and concerningly superficial, fragmented, and simplified. These syllabi serve as a pathway for teacher education. It was emphasized that one way to build a solid education, a topic extensively discussed by teachers, especially regarding evaluative competence in assessment education, would be to start with an analysis and critical discussion of the course syllabus, considering its organization and interpretation in light of legislation.