Avaliação educacional: percepções e representações sociais da docência na educação básica
Resumo
Esta pesquisa de mestrado teve como objetivo investigar e compreender as representações sociais que orientam os entendimentos e ações avaliativas dos professores que atuam na Educação Básica. O aporte norteador da pesquisa foi a Teoria das Representações Sociais concebida por Serge Moscovici (1961). Entende-se por representações sociais as teorias coletivas ou as modalidades de saber socialmente constituídas, partilhadas e voltadas para a compreensão do mundo, a comunicação e a orientação das práticas. A pesquisa fundamentou-se também sobre os pressupostos epistemológicos, históricos e pedagógicos da avaliação da aprendizagem, construídos a partir das contribuições Luckesi, 2002, 2010; 1999; Hoffmann, 1998; 2003; 2014; Perrenoud, 1999; Melchior, 1994, 2008; Libâneo, 1988, 2000; Freire, 1996; Chueiri, 2007, Russel, 2014; Sordi, 1995, 2006; Tardif, 2006; Dias Sobrinho 2003, entre outros. É um estudo de natureza qualitativa, sendo marcada por três momentos, o primeiro passo foi realizado por meio da análise documental sobre a história da avaliação da aprendizagem e suas concepções na Educação Básica e o estudo da teoria das representações sociais. Apresentamos como segundo passo, a realização de uma entrevista semi-estruturada, com docentes de diversas áreas da Educação Básica. Para tanto investigamos as dimensões envolvidas no processo de avaliação educacional e quais as representações sociais deles das experiências avaliativas no ensino. O terceiro passo da dissertação compõe a coleta e análise dos dados que foram organizados e analisados à luz do Discurso do Sujeito Coletivo – DSC, desenvolvido por Lefèvre e Lefèvre (2005). De acordo com nossas análises evidenciou-se que a maioria dos professores tem uma concepção formativa de avaliação da aprendizagem, embora ainda existam resquícios da concepção em que mais se valorizam os resultados de provas e testes do que os processos avaliativos cotidianos. Nos discursos analisados há evidências de um esforço coletivo dos docentes para romper com a concepção de avaliação classificatória e com as práticas tradicionais de avaliação da aprendizagem. Pode-se concluir que as concepções desses professores caminham numa perspectiva emancipatória, assentada na postura reflexiva, em que se consideram alguns aspectos fundamentais: a utilização da avaliação mediadora como suporte para a aprendizagem dos alunos e para o planejamento de ensino do professor: 1) a ênfase do papel do aluno e do professor nos processos avaliativos formativos, 2) a diversidade de instrumentos avaliativos que os professores utilizam durante o processo de ensino e aprendizagem; a compreensão do erro do aluno como possibilidade à adequação do processo de ensino e aprendizagem, uma nova uma organização escolar que implica uma proposição de avaliação marcada pela lógica da inclusão, do diálogo, da construção da autonomia, da mediação, da participação, da construção da responsabilidade com o coletivo. Foi destaque também pensar sobre a avaliação nos cursos de licenciatura, pois a avaliação adotada nas universidades, ainda é baseada num modelo positivista e classificatório o que provoca, muitas vezes, a reprodução de práticas avaliativas sem questionamentos, reflexões ou significados. Por fim, essa pesquisa foi importante, pois acreditamos que a avaliação caminha numa perspectiva crítica e emancipatória alicerçada em novos elementos avaliativos, voltados para o ensino e aprendizagem dos alunos.
This master’s research program has the objective of investigating and understanding the social representations that guide the understanding and the evaluation of two professors who use Basic Education. The northing contribution whas the Theory of Social Representation conceived by Serge Moscovici (1961). It is understood by social representations of collective theories or forms of knowledge that are socially constituted, involved and turned over to a world-wide understanding, communication and practical orientation. A fundamental investigation is also made of the epistemological, historical and pedagogical pressupostos of the apprenticeship, built on contributions Luckesi, 2002; 1999; Hoffmann, 1998; 2003; 2014; Perrenoud, 1999; Melchior, 1994, 2008; Libâneo, 1988, 2000; Freire, 1996; Chueiri, 2007, Russel, 2014; Sordi, 1995; Luckesi, 2010; Tardif, 2006; Sordi, 2006, Dias Sobrinho 2003, among others.This is a qualitative nature study, being marked by three moments, or the first step was made by means of a documentary analysis on the history of the apprenticeship of his conceptions of Basic Education and the theory of representations of social representations. We present as a second step, to conduct a semi-structured interview, teachers from various areas of basic education. In order to do so, we investigate the dimensions involved in the process of educational appraisal and the social representations of non-teaching experiences. Or third step of the dissertation, he collects two items that are organized and analyzed in the light of the Colective Subject Discourse - DSC, developed by Lefèvre and Lefèvre (2005).According to our analysis, it is clear that most teachers have a formative concept of apprenticeship, but there are also a few changes in the traditional concept in which most of the results of tests and tests of daily appraisal processes are valued. We have analyzed two speeches by a cooperative two teachers to break up with the concept of class evaluation and the traditional practices of apprenticeship.It can be concluded that, as conceptions of these professors, walk in an emancipatory perspective, assembled in a reflexive position, in which some fundamental aspects will be considered: a use of formative support as a support for apprenticeship of most students and for teacher planning; In addition to the role of the students and teacher, we have formative appraisal processes, a variety of appraisal instruments that teachers use during the teaching and learning process. To error understanding of the student as a possibility to adequately process and learn, a new school organization that implies a proposal for marked evaluation of the logic of inclusion, dialogue, construction of autonomy, mediation, participation, construction It gives responsibility as collective. Was also emphasizes thinking about a degree of appraisal courses, because the assessment adopted at universities is still based on positivist model and classificatory or that provokes, mutely, a reproduction of appraisal practices without questions, reflections,or meanings. Finally, this research is important because we believe that a critical perspective and emancipatory perspective in new appraisal elements, turned to or taught and learned by some students.
This master’s research program has the objective of investigating and understanding the social representations that guide the understanding and the evaluation of two professors who use Basic Education. The northing contribution whas the Theory of Social Representation conceived by Serge Moscovici (1961). It is understood by social representations of collective theories or forms of knowledge that are socially constituted, involved and turned over to a world-wide understanding, communication and practical orientation. A fundamental investigation is also made of the epistemological, historical and pedagogical pressupostos of the apprenticeship, built on contributions Luckesi, 2002; 1999; Hoffmann, 1998; 2003; 2014; Perrenoud, 1999; Melchior, 1994, 2008; Libâneo, 1988, 2000; Freire, 1996; Chueiri, 2007, Russel, 2014; Sordi, 1995; Luckesi, 2010; Tardif, 2006; Sordi, 2006, Dias Sobrinho 2003, among others.This is a qualitative nature study, being marked by three moments, or the first step was made by means of a documentary analysis on the history of the apprenticeship of his conceptions of Basic Education and the theory of representations of social representations. We present as a second step, to conduct a semi-structured interview, teachers from various areas of basic education. In order to do so, we investigate the dimensions involved in the process of educational appraisal and the social representations of non-teaching experiences. Or third step of the dissertation, he collects two items that are organized and analyzed in the light of the Colective Subject Discourse - DSC, developed by Lefèvre and Lefèvre (2005).According to our analysis, it is clear that most teachers have a formative concept of apprenticeship, but there are also a few changes in the traditional concept in which most of the results of tests and tests of daily appraisal processes are valued. We have analyzed two speeches by a cooperative two teachers to break up with the concept of class evaluation and the traditional practices of apprenticeship.It can be concluded that, as conceptions of these professors, walk in an emancipatory perspective, assembled in a reflexive position, in which some fundamental aspects will be considered: a use of formative support as a support for apprenticeship of most students and for teacher planning; In addition to the role of the students and teacher, we have formative appraisal processes, a variety of appraisal instruments that teachers use during the teaching and learning process. To error understanding of the student as a possibility to adequately process and learn, a new school organization that implies a proposal for marked evaluation of the logic of inclusion, dialogue, construction of autonomy, mediation, participation, construction It gives responsibility as collective. Was also emphasizes thinking about a degree of appraisal courses, because the assessment adopted at universities is still based on positivist model and classificatory or that provokes, mutely, a reproduction of appraisal practices without questions, reflections,or meanings. Finally, this research is important because we believe that a critical perspective and emancipatory perspective in new appraisal elements, turned to or taught and learned by some students.
Descrição
Dissertação (Mestrado)
Palavras-chave
Avaliação da aprendizagem, Professores, Representações sociais, Escola, Avaliação Educacional, Educação Básica, Learning assessment, Teachers, Social representations, School, Educational assessment, Basic education
Citação
BARCELLOS, Veronica Cunha. Avaliação educacional: percepções e representações sociais da docência na educação básica. 2019. 107 f. Dissertação (Mestrado em Educação) - Programa de Pós-graduação em Educação, Instituto de Educação, Universidade Federal do Rio Grande, Rio Grande, 2019.