Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar
Ano de defesa: | 2012 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/9672 |
Resumo: | The objective of this work is to investigate ways in which to analyze the challenge posed by the evaluation of competencies in Fundamental Education (Grades 1 through 9) and to suggest forms in which this challenge can be faced. The challenge arises from the fact that the evaluative strategies and procedures of the conventional school are centered on quizzes, tests and exams which were conceived for the assessment of the level of assimilation, by the students, of information and knowledge imparted to them by the teachers and, therefore, are not adequate in the case of the evaluation of competencies. The methods used in the research were, essentially, those employed in documental analysis, with the incorporation of elements of participatory research. The focus of the research was a network of schools that organized their curriculum in the form of competencies. The school network is called Lumiar. It developed an innovative educational technology called "Mosaic". Besides focusing on a curriculum organized around clusters of competencies, the Mosaic presents other interesting elements, such as a methodology based on learning projects and a project databank. The documents that were analyzed cover the period of 2006-2009 and include the Theorico-Pedagogical Framework of the school network, its Matrix of Competencies, its Methodology, its Evaluative Strategies and Procedures, the directives for the development of the "Digital Mosaic", as well as the routine papers of the school. The research, which uses as reference three educational paradigms (objectivist, subjectivist and dialectical), allowed the following inferences. First, that the theoreticopedagogical framework of the school is coherent with the dialectical paradigm, which emphasizes the need to value the role of students as agents, subjects and protagonists of their own learning, in a dialogical context, in partnership with those with whom they interact. Second, that the strategies and procedures of evaluation, which, according to the dialectical paradigm, ought to be an integral part of the learning process, taking place in the process of partnership between the students and those with whom they interact, were, in reality, more aligned with the objectivist paradigm, causing an incoherence in the process which must be eliminated before one can discuss the evaluation of competencies in a coherent manner. Third, that the evaluation of competencies in the dialectical paradigm requires technological resources that favor and facilitate communication and interaction between the students and those with whom they communicate and interact and that permit careful registration of these interactions and of the learning process as a whole. Fourth, that the "Digital Mosaic", that was implemented in a preliminary, beta version, would be able to satisfy these requirements if it were reconceived within the dialectical paradigm and were expanded to incorporate more recent technological resources (such as Web 2.0) |
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Almeida, Fernando José deChaves, Paloma Epprecht e Machado de Campos2016-04-27T14:31:00Z2012-09-132012-08-31Chaves, Paloma Epprecht e Machado de Campos. Evaluation of competencies in basic education: the experience of the Lumiar School. 2012. 189 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/9672The objective of this work is to investigate ways in which to analyze the challenge posed by the evaluation of competencies in Fundamental Education (Grades 1 through 9) and to suggest forms in which this challenge can be faced. The challenge arises from the fact that the evaluative strategies and procedures of the conventional school are centered on quizzes, tests and exams which were conceived for the assessment of the level of assimilation, by the students, of information and knowledge imparted to them by the teachers and, therefore, are not adequate in the case of the evaluation of competencies. The methods used in the research were, essentially, those employed in documental analysis, with the incorporation of elements of participatory research. The focus of the research was a network of schools that organized their curriculum in the form of competencies. The school network is called Lumiar. It developed an innovative educational technology called "Mosaic". Besides focusing on a curriculum organized around clusters of competencies, the Mosaic presents other interesting elements, such as a methodology based on learning projects and a project databank. The documents that were analyzed cover the period of 2006-2009 and include the Theorico-Pedagogical Framework of the school network, its Matrix of Competencies, its Methodology, its Evaluative Strategies and Procedures, the directives for the development of the "Digital Mosaic", as well as the routine papers of the school. The research, which uses as reference three educational paradigms (objectivist, subjectivist and dialectical), allowed the following inferences. First, that the theoreticopedagogical framework of the school is coherent with the dialectical paradigm, which emphasizes the need to value the role of students as agents, subjects and protagonists of their own learning, in a dialogical context, in partnership with those with whom they interact. Second, that the strategies and procedures of evaluation, which, according to the dialectical paradigm, ought to be an integral part of the learning process, taking place in the process of partnership between the students and those with whom they interact, were, in reality, more aligned with the objectivist paradigm, causing an incoherence in the process which must be eliminated before one can discuss the evaluation of competencies in a coherent manner. Third, that the evaluation of competencies in the dialectical paradigm requires technological resources that favor and facilitate communication and interaction between the students and those with whom they communicate and interact and that permit careful registration of these interactions and of the learning process as a whole. Fourth, that the "Digital Mosaic", that was implemented in a preliminary, beta version, would be able to satisfy these requirements if it were reconceived within the dialectical paradigm and were expanded to incorporate more recent technological resources (such as Web 2.0)Este trabalho tem por objetivo investigar formas de analisar, apontar diretrizes para enfrentar o desafio da avaliação de competências no Ensino Fundamental. Esse desafio surge do fato de que as estratégias e os procedimentos de avaliação da escola convencional estão centrados em testes, provas e exames que foram concebidos para a avaliação do nível de assimilação, pelo aluno, de informações e conhecimentos, e essas estratégias e esses procedimentos não são adequados quando se trata de avaliação de currículos dirigidos para a formação de competências. A pesquisa se caracteriza essencialmente pela análise documental, com elementos de pesquisa participante, tendo como interesse uma rede de escolas que organizou seu currículo em torno de competências. Trata-se da escola Lumiar, que desenvolveu uma tecnologia educacional inovadora chamada currículo por Mosaico. Além do currículo centrado em competências, o Mosaico apresenta outros elementos marcantes, como a metodologia de trabalho baseada em projetos de aprendizagem. Os documentos analisados, que compreendem o período entre 2006 e 2009, englobam o referencial teórico-metodológico e de avaliação, bem como rotinas internas e diretrizes para o desenvolvimento de uma versão informatizada do Mosaico, chamada Mosaico Digital. A pesquisa, que utiliza como referência três paradigmas educacionais (objetivista, subjetivista e dialético), permitiu inferir, em primeiro lugar, que o referencial teóricometodológico da escola é coerente com o paradigma dialético, pautado pela valorização do aluno enquanto agente, sujeito e protagonista de sua própria aprendizagem, num contexto dialógico, em parceria com seus interlocutores. Em segundo lugar, que as estratégias e os procedimentos de avaliação, que, de acordo com nesse paradigma, deveriam ser parte integrante do processo de aprendizagem e deveriam acontecer na parceria entre o aluno e seus interlocutores, se mostrou, incoerentemente, mais alinhada ao paradigma objetivista. A superação dessa incoerência, portanto, é condição básica para a adequação do processo de avaliação de competências. Em terceiro lugar, que a avaliação de competências no paradigma dialético requer recursos que favoreçam a comunicação e interação entre o aluno e seus interlocutores, e que mantenham registros dessas interações e do processo de aprendizagem como um todo. Em quarto e último lugar, que o Mosaico Digital poderia atender a essas demandas, desde que fosse concebido dentro do paradigma dialético e incorporasse recursos tecnológicos adequadosapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22693/Paloma%20Epprecht%20e%20Machado%20de%20Campos%20Chaves.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoAvaliação de aprendizagemCurrículoCompetênciasTecnologiaEscola LumiarLearning evaluationCurriculumCompetenciesTechnologyCNPQ::CIENCIAS HUMANAS::EDUCACAOAvaliação de competências no ensino fundamental: a experiência da Escola LumiarEvaluation of competencies in basic education: the experience of the Lumiar Schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTPaloma Epprecht e Machado de Campos Chaves.pdf.txtPaloma Epprecht e Machado de Campos Chaves.pdf.txtExtracted texttext/plain401416https://repositorio.pucsp.br/xmlui/bitstream/handle/9672/3/Paloma%20Epprecht%20e%20Machado%20de%20Campos%20Chaves.pdf.txtcd36cb5fef5f4719e84ded62d0e1319aMD53ORIGINALPaloma Epprecht e Machado de Campos Chaves.pdfapplication/pdf3385811https://repositorio.pucsp.br/xmlui/bitstream/handle/9672/1/Paloma%20Epprecht%20e%20Machado%20de%20Campos%20Chaves.pdf5564f56917380f5f3676514a8f074c3cMD51THUMBNAILPaloma Epprecht e Machado de Campos Chaves.pdf.jpgPaloma Epprecht e Machado de Campos Chaves.pdf.jpgGenerated Thumbnailimage/jpeg3573https://repositorio.pucsp.br/xmlui/bitstream/handle/9672/2/Paloma%20Epprecht%20e%20Machado%20de%20Campos%20Chaves.pdf.jpg33ed5906b47f372f2de1dce33dc0a529MD52handle/96722022-04-27 08:46:30.157oai:repositorio.pucsp.br:handle/9672Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T11:46:30Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar |
dc.title.alternative.eng.fl_str_mv |
Evaluation of competencies in basic education: the experience of the Lumiar School |
title |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar |
spellingShingle |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar Chaves, Paloma Epprecht e Machado de Campos Avaliação de aprendizagem Currículo Competências Tecnologia Escola Lumiar Learning evaluation Curriculum Competencies Technology CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar |
title_full |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar |
title_fullStr |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar |
title_full_unstemmed |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar |
title_sort |
Avaliação de competências no ensino fundamental: a experiência da Escola Lumiar |
author |
Chaves, Paloma Epprecht e Machado de Campos |
author_facet |
Chaves, Paloma Epprecht e Machado de Campos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Fernando José de |
dc.contributor.author.fl_str_mv |
Chaves, Paloma Epprecht e Machado de Campos |
contributor_str_mv |
Almeida, Fernando José de |
dc.subject.por.fl_str_mv |
Avaliação de aprendizagem Currículo Competências Tecnologia Escola Lumiar |
topic |
Avaliação de aprendizagem Currículo Competências Tecnologia Escola Lumiar Learning evaluation Curriculum Competencies Technology CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Learning evaluation Curriculum Competencies Technology |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The objective of this work is to investigate ways in which to analyze the challenge posed by the evaluation of competencies in Fundamental Education (Grades 1 through 9) and to suggest forms in which this challenge can be faced. The challenge arises from the fact that the evaluative strategies and procedures of the conventional school are centered on quizzes, tests and exams which were conceived for the assessment of the level of assimilation, by the students, of information and knowledge imparted to them by the teachers and, therefore, are not adequate in the case of the evaluation of competencies. The methods used in the research were, essentially, those employed in documental analysis, with the incorporation of elements of participatory research. The focus of the research was a network of schools that organized their curriculum in the form of competencies. The school network is called Lumiar. It developed an innovative educational technology called "Mosaic". Besides focusing on a curriculum organized around clusters of competencies, the Mosaic presents other interesting elements, such as a methodology based on learning projects and a project databank. The documents that were analyzed cover the period of 2006-2009 and include the Theorico-Pedagogical Framework of the school network, its Matrix of Competencies, its Methodology, its Evaluative Strategies and Procedures, the directives for the development of the "Digital Mosaic", as well as the routine papers of the school. The research, which uses as reference three educational paradigms (objectivist, subjectivist and dialectical), allowed the following inferences. First, that the theoreticopedagogical framework of the school is coherent with the dialectical paradigm, which emphasizes the need to value the role of students as agents, subjects and protagonists of their own learning, in a dialogical context, in partnership with those with whom they interact. Second, that the strategies and procedures of evaluation, which, according to the dialectical paradigm, ought to be an integral part of the learning process, taking place in the process of partnership between the students and those with whom they interact, were, in reality, more aligned with the objectivist paradigm, causing an incoherence in the process which must be eliminated before one can discuss the evaluation of competencies in a coherent manner. Third, that the evaluation of competencies in the dialectical paradigm requires technological resources that favor and facilitate communication and interaction between the students and those with whom they communicate and interact and that permit careful registration of these interactions and of the learning process as a whole. Fourth, that the "Digital Mosaic", that was implemented in a preliminary, beta version, would be able to satisfy these requirements if it were reconceived within the dialectical paradigm and were expanded to incorporate more recent technological resources (such as Web 2.0) |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-09-13 |
dc.date.issued.fl_str_mv |
2012-08-31 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:31:00Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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Chaves, Paloma Epprecht e Machado de Campos. Evaluation of competencies in basic education: the experience of the Lumiar School. 2012. 189 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/9672 |
identifier_str_mv |
Chaves, Paloma Epprecht e Machado de Campos. Evaluation of competencies in basic education: the experience of the Lumiar School. 2012. 189 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
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