Autoavaliação formativa: participação e interação docente

• Ano de defesa: 2025
• Autor(a) principal: Carregari, Fernanda Aparecida dos Santos
• Orientador(a): Romão, Jose Eustaquio
• Banca de defesa: Romão, Jose Eustaquio , Mari, Cezar Luiz de , Silva, Maurício Pedro da , Lauriti, Nádia Conceição , Keim, Ernesto Jacob
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: autoavaliação; avaliação; docência; formação; infância
• Palavras-chave em Inglês: assessment; childhood; self-assessment; teaching; training
• Palavras-chave em Espanhol: autoevaluación; enseñanza; evaluación; formación; niñez
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3800

This dissertation aims to verify whether participatory teacher self-assessment, linked to training moments, contributes to improving the quality of teaching offered to early childhood. Having as a focus the deepening of the growing understanding of the teacher's role in the face of their responsibilities and the improvement of educational practice, as reflective moments are present in school units without a judgmental bias. The purpose is to verify whether the greater the reflective moments in the school units, through participatory teacher self-assessment, the greater the quality of teaching offered to early childhood, in terms of interaction, active listening and autonomy. In parallel, the research intends to investigate whether the absence of judgments and criticisms, in reflective moments, can contribute to the construction of a more collaborative and cooperative learning environment, impacting the effective participation of the formative “paths”. Focusing on the educational process, the dissertation will be structured based on ethnographic research, with a quali-quantitative nature, since, at the same time that it will carry out an opinion trend survey, interview procedures will be adopted, document analysis and participatory observation. The theoretical framework will be based on the ideas of Paulo Freire and Jussara Hoffmann, assuming that evaluation will only become efficient as greater opportunities for self-reflection are allowed, mediated by appropriate interventions, in the construction of mutual learning. The study intends to take place on a sample basis in municipal schools in a given municipality of São Paulo, with a chronological cut from 2020 to 2023. The research intends to collaborate with educational science, as it proves that critical reflection, considered the participatory teacher self-assessment, which allows the teacher to reflect on their practice, in the constant search for improvement, helping to strengthen the educational system as a whole.