FORMATIVE ASSESSMENT OF LEARNING RELATED TO THE LABORATORY OF INTEGRATED PRACTICES – LPI

Abstract

Currently, society has also been marked by dynamism and constant changes. Adherently, refinements of classroom-related theories have shown that the diversification of environments and interactions, when associated with immersive experiences, tends to contribute to the development of purposes, attitudes and skills. In this framework, the adequacy of university training processes should be considered as urgent, for also rethinking content aspects linked to the integral formation of individuals, citizens and professionals. The Laboratory of Integrated Practices (LPI) is, therefore, presented as a curricular unit that articulates core competencies for the students of higher education in engineering, of the Grupo Anima Educação. Considering the educational triad that is composed of planning, execution and evaluation, the present study searches for evidence of the formative assessment as being a potentiator of the integral formation of future engineers. In this sense, a brief history considering the implementation of LPI is presented together with statements and impressions of students and mentors, as proposed. The importance for teachers to participate in continuous training programs is reinforced, aiming at their progressions and developments, as it has not only been promoted but attained, for teachers of the Grupo Anima Educação, also to strengthen formative and learning purposes.