Autoavaliação: da discussão teórica aos sentidos que emergem nos discursos de mestrandos em Educação em Ciências e Matemática

Abstract

Self-assessment is an essential issue in the educational context. However, it still presents a timid production in Brazilian academic research, a fact that boosted the development of this dissertation, which is structured as follows: the first segment shows the theories of Metacognition by John Flavell and Ann Brown, and Humanist by Carl Rogers. Subsequently, it will introduce the theoretical-methodological framework by Michel Pêcheux and Eni Orlandi's Discourse Analysis. Self-assessment's integrative review and the knowledge of what is being addressed in educational research at the international level come in sequence. This research took place in four databases (SciELO, ScienceDirect, Scopus, and Web of Science) using a set of descriptors. Thus, one hundred and eighty-nine articles that covered the search criteria were identified. After reading the abstracts, twenty-seven articles were selected to be categorized, analyzed,

and interpreted. The integrative review revealed that most reports were about self- assessment in the learning of students and teachers. Finally, the analysis of speeches

about self-assessment from master's students contained in logbooks was analyzed following the French school, especially in the Pêcheux and Orlandi writings. The empirical corpus was systematized with the IRaMuTeQ software. Self-assessment absence in master students' speeches could be related to the need for the professor to guide the students' reflection on self-assessment, as well as the inexistence of this practice in the daily life of School/University.