Evaluation of learning in Philosophy and the competency-based pedagogy: the state of knowledge on the subject in Brazil

Abstract

This work originates from the research for the author’s Master’s thesis in Education, within the context of the Postgraduate Program in Education at the Federal University of Santa Maria (UFSM). The research topic addresses the “evaluation of learning skills and competencies in the subject of Philosophy in basic education” (context of the National Commom Curricular Base). With this theme, it becomes necessary to acess academic productions in the research field, because by systematically and reflectively searching the literature (scientific production) on a specific topic, it is possible to support the dissertation both in its textual production and in the adaptation of the theme, methodology, and propositions to be developed to the needs of its own scientific field. Therefore, the State of Knowledge (EC) is a methodological tool that aims at “[…] identification, registration, and categorization that lead to reflection and synthesis on the scientific production of a given area, period of time, bringing together journals, theses, dissertations, and books on a specific theme” (Morosini, 2014, p.102) At the VIII Meeting of the Wroking Group Philosophizing and Teaching Philosophy, I aimed to present descriptively and reflectively the process of construction, execution, and results obtained from the EC carried out this year, according to the methodological proposition of the researchers Marília Costa Morosini (2014) and Pricila Kohls Santos (2021), delimited by the objective of identifying and analyzing how the evaluation of learning in philosophy, in the context of competency-based pedagogy, is described and analyzed in the productions obtained by the research.