Avaliar para ensinar: a avaliação continuada como ferramenta de superação do ensino jurídico tradicional

This project analyzes evaluation in law courses, with an emphasis on continuous evaluation, justifying the relationship they have with the pursuit of teaching objectives. It will analyze the case of FGV Direito Rio, defining the research problem as: "Are the institutional evaluation practices developed at FGV Direito Rio compatible with the innovative institutional discourse?". The hypothesis is that the institutional discourse valuing innovation in teaching is not materialized in the assessment models used at the School, a factor evidenced by the low adoption of continuous assessment. The methodology will include a literature review on the subject of traditional and continuous assessment, defining the concepts; a study of FGV Direito Rio's institutional documents, presenting its teaching objectives and assessment forecasts; and an empirical survey of the assessment models adopted by FGV's disciplines in practice. Some "types" of assessment were defined, descriptively defined within their categories. It was observed that the vast majority of teachers use assessment of the type limited to the week of tests to define the objective of their subjects. According to the literature, this model is linked to the traditional definition of assessment, whereas FGV has a teaching project geared towards innovation.