A LONGITUDINAL STUDY ON TEACHING WORK BASED ON STUDENTS' PERCEPTIONS IN THE INSTITUTIONAL SELF-ASSESSMENT OF A PRIVATE HIGHER EDUCATION INSTITUTION IN THE AMAZON
DOI:
https://doi.org/10.56238/arev7n8-045Keywords:
Continuing Teacher Education, Teaching Work, Active Methodologies, Institutional Self-AssessmentAbstract
This longitudinal study of teaching practice, based on student perceptions recorded in the Institutional Self-Assessment (AAI) of a private higher education institution located in the Amazon region—the Pará State University Center (CESUPA)—was conducted from 2014 to 2024. The research aimed to analyze the impacts of continuing teacher education initiatives, with an emphasis on active learning methodologies, implemented as part of the institution's commitment to pedagogical innovation and academic excellence. This mixed-methods study, with an exploratory-descriptive design, integrated quantitative data extracted from the AAI's semiannual reports and qualitative data from open-ended teacher evaluations and focus groups. Four key dimensions were analyzed: teaching methodologies, feedback practices, teacher-student relationships, and student engagement with academic activities. The results demonstrate consistent improvement across all indicators analyzed, with particular emphasis on interpersonal relationships and improved feedback practices. A gradual increase in the use of active methodologies and student engagement was also observed, especially after the COVID-19 pandemic, indicating that the changes implemented during this period drove lasting innovations in pedagogical practice. The study highlights the importance of continuing teacher education as a strategic axis for transforming pedagogical practices and strengthening the institutional mission. It concludes that the qualified use of AAI as a tool for student listening and educational management contributes significantly to the consolidation of an institutional culture committed to quality, innovation, and the centrality of the student in the teaching-learning process.
Downloads
References
CARLESS, David; BOUD, David. The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, v. 43, n. 8, p. 1315–1325, 2018. Disponível em: https://doi.org/10.1080/02602938.2018.1463354 . Acesso em: 23 jul. 2025. DOI: https://doi.org/10.1080/02602938.2018.1463354
CPA, COMISSÃO PRÓPRIA DE AVALIAÇÃO. Relatório de Autoavaliação 2014. Belém: CPA/CESUPA, 2015.
CPA, COMISSÃO PRÓPRIA DE AVALIAÇÃO. Relatório de Autoavaliação 2017. Belém: CPA/CESUPA, 2018.
CPA, COMISSÃO PRÓPRIA DE AVALIAÇÃO. Relatório de Autoavaliação 2020. Belém: CPA/CESUPA, 2021.
CPA, COMISSÃO PRÓPRIA DE AVALIAÇÃO. Relatório de Autoavaliação 2023. Belém: CPA/CESUPA, 2014.
CPA, COMISSÃO PRÓPRIA DE AVALIAÇÃO. Relatório de Autoavaliação 2024. Belém: CPA/CESUPA, 2025.
FREEMAN, Scott et al. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, v. 111, n. 23, p. 8410–8415, 2014. Disponível em: https://www.pnas.org/doi/10.1073/pnas.1319030111. Acesso em: 23 jul. 2025. DOI: https://doi.org/10.1073/pnas.1319030111
LIU, Xiangliang et al. Effect of teacher–student relationship on academic engagement: the mediating roles of perceived social support and academic pressure. Frontiers in Psychology, v. 15, 2024. Disponível em: https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1331667/full . Acesso em: 23 jul. 2025. DOI: https://doi.org/10.3389/fpsyg.2024.1331667
MASETTO, Marcos T. Mediação pedagógica e tecnologias de informação e comunicação. In: MORAN, José M.; MASETTO, Marcos T.; BEHRENS, Maria A. (Org.) Novas tecnologias e mediação pedagógica. Campinas: Papirus, 2013.
RYAN, Richard M.; DECI, Edward L. Self‑Determination Theory: Basic psychological needs in motivation, development, and wellness. 2. ed. New York: Guilford Press, 2020.
SEVERO, J.L.R.; PIMENTA, S.G.A. A pedagogia entre o passado e a contemporaneidade: apontamentos para uma ressignificação epistemológica. Revista Inter Ação, v.40, n.3, p. 477-492, 2015. DOI: https://doi.org/10.5216/ia.v40i3.35869
SURAWORACHET, Wannapon; ZHOU, Qi; CUKUROVA, Mutlu. Impact of combining human and analytics feedback on students' engagement with, and performance in, reflective writing tasks. arXiv, 2022 (preprint). Disponível em: https://arxiv.org/abs/2211.08222. Acesso em: 23 jul. 2025.
WOITT, Maria C. M. et al. Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback. International Journal of Educational Technology in Higher Education, v. 22, 2025. Disponível em: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00539-9 . Acesso em: 23 jul. 2025.
ZABALZA, M. A. O ensino universitário: seus cenários e seus protagonistas (trad. Ernani Rosa). Porto Alegre: Artmed, 2004.
