EMISSION FEEDBACKS BY TEACHERS IN THE TEACHING AND LEARNING PROCESS IN THE UNDERGRADUATE LAW COURSE

Abstract

In educational environments, especially in Law course subjects, the use of feedback is a pedagogical strategy for formative assessment, that is, it favors student learning. The teacher, when preparing the feedback, provides information that guides the students, establishing conditions for self-assessment, thus regulating the teaching and learning process. With regard to the theoretical foundation to classify the types of feedbacks, the authors Tunstall and Gipps (1996), Schwartz and White (2000 apud Paiva, 2006, p. 167) and Yorke (2003) were used. This is an exploratory qualitative research, carried out in the years 2020 and 2021, and aims to understand the process of issuing feedbacks by professors of the Law course in face-to-face disciplines. As a method of data collection, semi-structured interviews were used, which were later transcribed. Five professors who work in face-to-face disciplines of the technical-legal training axis of a Higher Education institution in the south of Bahia participated in the research. Data analysis was carried out using Bardin's Content Analysis (2011). It was interpreted that the issuance of feedback takes place in the dialogue at the beginning of the class, as well as after the correction of the assessment instruments.