Representações sociais sobre prova escrita de alunos do Ensino Fundamental

• Ano de defesa: 2025
• Autor(a) principal: Mourad, Renata Rodrigues Abou
• Orientador(a): Sousa, Clarilza Prado de
• 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 Pós-Graduação em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Prova escrita; Avaliação; Representações sociais; Ensino Fundamental; Anos Finais
• Palavras-chave em Inglês: Written test; Assessment; Social representations; Final years of Elementary School
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/44252

The in-class assessment in Brazil, until the creation of the Law of Lines of Direction and Bases of the Education (LDB) 9.394/1996, was synonymous with proficiency measurement using a myriad of assessment instruments as tools for punishment or threat. Fortunately, over time, efforts have been made in order to promote gradual changes in the way of conducting assessment, making it continuous, formative and an integral part of the teaching-learning process. Nevertheless, the students’ apprehension is still noticeable when facing the written test as an assessment instrument. In this regard, this study aims to investigate the social representations attributed by students in the final years of Elementary school to the assessment processes by which they are submitted to throughout their schooling, with an emphasis on the written test instrument. The study was conducted at a private school in Jundiaí involving 104 students from the final years of Elementary School. The theoretical and methodological contribution used is Serge Moscovici’s Social Representation Theory. The theoretical framework in the field of educational assessment is based on ideas of many thinkers, such Benjamin Bloom, Márcia Depresbiteris and Maria Tavares, Egon Guba and Yvonna Lincoln, Cipriano Luckesi, Vasco Pedro Moretto, Ilza Martins Sant’Anna, and Clarilza Prado de Sousa. The present study is qualitative research. A free word association technique was applied to students for data collection using the cue word test. This study includes a proposal of pedagogical practice. The result of the research aims to use the written test as a tool to promote meaningful learning