O LUGAR OCUPADO PELA AVALIAÇÃO DA APRENDIZAGEM NA FORMAÇÃO DO PROFESSOR DO CURSO DE DIREITO

This article analyzes the place occupied by the learning assessment in the formation of the professor of the law course. Its main objective is to understand the concept of evaluation, the way in which the legislation provides for its realization and how the stricto sensu postgraduate programs include evaluation in the training of teachers who will work in the legal teaching. The research has a quantitative and qualitative nature and was carried out based on bibliographic and documentary analysis. Evaluation of learning is analyzed from scholars in the field, such as Perrenoud (1999), Rodrigues (1999), Vianna (2000), Haydt (2004), Lafoucade (2010), Romão (2011) and Hoffmann (2014), making it possible to understand its procedural and dialectical character. A study was carried out on the syllabuses of the disciplines included in the graduate programs in Law in Brazilian Northeast, to investigate whether there are courses aimed at training teachers and they cover the evaluation study. As a result, it was possible to realize that the training for teaching in these courses has great deficiencies and that the evaluation occupies the periphery of the curricula of these programs, being seen only in 3(three) disciplines of the curricular matrices of the 16 (sixteen) Higher Education Institutions (HEIs) analyzed.