As representações sociais dos professores sobre a avaliação dos alunos incluídos na rede pública regular de ensino em Santa Maria /RS

• Ano de defesa: 2008
• Autor(a) principal: Pincolini, Roselis Francelina Oliveira
• Orientador(a): Naujorks, Maria Inês
• Banca de defesa: Collares, Darli , Freitas, Soraia Napoleão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Representações sociais; Avaliação; Inclusão
• Palavras-chave em Inglês: Social representations; Assessment; Include
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6836

This dissertation aims to identify the teacher's Social Representations about the assessment of students included in the public educational system in Santa Maria, trying to find the reflections of this representations in the pedagogical practice. The purpose is to think about the subject and try to find ways to relieve the anxiousness created by this process. The objectives of this work are to investigate how the assessment of the learning process is done and, in special, for students with special needs. A theoretical research was made, including the following topics: Social Representations, assessment, and assessment of the students with special needs, from the perspectives of researches realized with 9 teachers, in 3 different schools of the Santa Maria local educational system. To make this discussion we purpose a reflection about the marks, the practice, the ideal and the challenge of the assessment, specially about inclusion, with this specificities and the necessity of a carefull look of all the involved: school, family and community. As a methodological support, were made semi-structured interviews to teachers which have included students in their classes. The interviews revealed the difficulties and insecurities that the teachers feel about the assessment. Difficulty to suppress many of the obstacles relative of the changes like as the instruments, the family resistances, the overload of work and the how to overcome the proper desire by the attitude of change. The teachers have many doubts about the assessment practice and, nevertheless they reveal it to be a constant theme of study, they have yet the necessity of a deep theoretical ground, discussion and elaboration of a propose or the purpose itself to asses that concerns the real meaning the learning of all the students.