Assessment in the Teaching-Learning Process in Technical Vocational Education in Nursing in São Paulo

• Grant number: 24/16733-1
• Support Opportunities: Regular Research Grants
• Start date: March 01, 2025
• End date: February 28, 2026
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: José Renato Gatto Júnior
• Grantee: José Renato Gatto Júnior
• Host Institution: Escola de Enfermagem de Ribeirão Preto (EERP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil
• Associated researchers: Adriana Katia Corrêa

Abstract

Introduction: The object of study in this research is the evaluation of the teaching-learning process in theoretical and theoretical-practical disciplines in Technical Vocational Education in Nursing (EPTNME) in São Paulo. To understand this issue, it is necessary to examine the context of EPTNME in Brazil, considering its theoretical-ideological, political, and technical influences on pedagogical choices and evaluation approaches. There are various evaluation approaches in EPTNME, some associated with competency-based assessment, but critics argue that this approach reflects aspects of the Brazilian New School and Technicism, with an emphasis on individuals' adaptation to the labor market and continuous updating to maintain work life and employability. Additionally, articles suggest that the choice of competency-based pedagogy and, consequently, competency-based assessment, serves as an alternative to assessment based on traditional pedagogical principles. On the other hand, there are evaluative approaches aimed at integral education, such as mediating and emancipatory assessment, integrating citizenship into work and questioning the contradictions of capitalist society and the relationship between social classes. The prevalence of competency-based assessment lacks critique of its foundations and purposes. The consolidation of EPTNME as a field for training nursing technicians for the Unified Health System (SUS) has been a major challenge. Therefore, the main questions of this research are: What are the conceptions about the evaluation of the teaching-learning process in theoretical and theoretical-practical disciplines that are present in course projects of schools that train nursing technicians in the state of São Paulo? Are these conceptions reflected in the assessment practices undertaken, considering processes, practices, and instruments? What are the relationships between these conceptions and assessment practices and the training of nursing technicians for SUS? Objective: To analyze the conceptions and practices of evaluation in the teaching-learning process in theoretical and theoretical-practical disciplines in technical vocational education in nursing in the state of São Paulo and their relationships with the consolidation of SUS. Methods: This is a qualitative research based on the Institutional Analysis framework and characterized by document analysis. Development: Data will be produced through documentary analysis of 11 course plans of EPTNME in the state of São Paulo from differente types of establishments. Here, Technical Vocational Education in Nursing will be understood as an institution, and the analysis will focus on evaluation conceptions and practices in the teaching-learning process, with a focus on theoretical and theoretical-practical disciplines present in the course plans. The analysis method will be through analytical questioning and analysis through writing, based on emancipatory educational and assessment frameworks. Assumptions: It is believed that current discussions on evaluation, based on innovative emancipatory, dialectical, critical, democratic, citizen perspectives, among others, seem to be one of the main ways not only to provoke disruptions in the formative field in EPTNME, analyzing market-driven and neoliberal logics but also to problematize the development of EPTNME with SUS as the guideline of health education in Brazil. (AU)