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The evaluation needs to be a constant object of analysis in order to know if in fact it is contributing to the teaching-learning process and to verify if the practices are consistent with a formative evaluation process. Add to the complexity of the theme even more because the contributions at the level of higher education compared to basic education are incipient. To collaborate with the debate, this study was carried out in the Administration Course of the State University of Parana - UNESPAR - Campus of Paranagua, consisting of two stages. The first through the analysis of the political-pedagogical project and the teaching plans of the course. The second through a survey of students in recent years. The objective of the investigation was to analyze whether the learning assessment processes in this course are fulfilling their pedagogical role or only serve as a traditional instrument. Thus, we ask the following question: What is the relationship between what is proposed in the PPC (UNESPAR, 2020), in the teaching plans amidst the students' perception regarding the evaluative practices? Data analysis was performed using Bardin's content analysis technique (2016). The conclusions indicate that the PPC (UNESPAR, 2020) is a little distant from the idea of formative evaluation. In turn, the teaching plans follow the same direction as the PPC (UNESPAR, 2020), being confirmed by the students themselves in the research.

As práticas de avaliação da aprendizagem na concepção dos alunos do curso de administração da universidade estadual do Paraná