Práticas avaliativas, formação e concepção de avaliação : caminhos percorridos na escola
Carregando...
Data
2019-07-29
Autores
Silva, Edna de Oliveira Souza
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Mato Grosso
Resumo
The present study is result of the research on assessment practices, education and teacher
concept of assessment, developed in the context of the Master’s, in the Postgraduate Program
in Education (PPGEdu), of UFMT/Rondonópolis-MT, in the line of research “Teacher
Education and Educational Public Policies”, associated to the research group Organization of
the Pedagogical Work and Education Centered in the School. The aim of this research was to
investigate the assessment practices in the initial years of Primary Education, in order to analyze
the mediation between the education of the teacher and the concept of assessment in the
pedagogical act of two educators active in a school of the State System of the City of
Rondonópolis-MT. As specific objectives, we pointed out the ones which emphasize that the
conception of assessment guides the policy of the school, analyze if the themes studied in the
teacher education integrate the assessment practices of the school and analyze which conception
of assessment guides the pedagogical practice of the teacher. This investigation is developed in
a context in which the public policies serve themselves, at least theoretically, from the
educational assessments of large scale for initiatives of reform and take them as measure of
educational quality in the country. The investigation elicited from the following question: How
does the teacher understand the assessment practices and in what way do the actions of
continued education developed in the school influence the pedagogical practice? The Research
reported in this thesis was structured in the qualitative approach, by means of a case study,
directed by the phenomenology-dialect method, in the Freirean perspective and in the
conceptions of assessment of learning of Luckesi, for pointing out a dialogic and humanized
attitude in the educational act. The participants were two teachers, one from the 4th and the
other from the 5th year of Primary School, since these classes are in a moment of the educational
journey of intense external assessment pressure due to the SAEB Exam and to the transition of
the primary teachers to the specialists qualified in the subjects, along the year of 2019. The data
was collected by means of interviews, of memorial, of observation of the educational meetings
and of the classroom, which are recorded in the field diary, and analysis of the documents to
triangulate the data. The data analysis was carried out based on the strands assessment practices,
teacher education and concept of assessment. The results of the investigation reveal that the
continued education is a space of meaningful relevance as it enables the teacher to reflect about
the pedagogical act, as well as discuss the public policies; however, unfortunately, not always
is the school able to meet the themes gathered with the school diagnosis, due to external
demands stemming from the policy of Education of the State. The data also revealed that,
besides the advances in the assessment practices in the perspective of the human education,
there is the necessity of improving the comprehension of the educational work for emancipatory
conceptions. The research highlighted the relevance of self-assessment, as well as the fact that
the antidemocratic practices do not contribute for a perspective of liberating education, in the
educational act.
Descrição
Palavras-chave
Citação
SILVA, Edna de Oliveira Souza. Práticas avaliativas, formação e concepção de avaliação: caminhos percorridos na escola. 2019. 137 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2019.