A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural
Ano de defesa: | 2020 |
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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: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/18159 |
Resumo: | This dissertation discusses the evaluation in Early Childhood Education. It is a concept with several approaches in the educational literature and its understanding persists as a challenge to teachers in school practice. To investigate this issue, we aimed to understand the teachers' conception about the evaluation process in Early Childhood Education in Early Childhood Reference Centers (CREI) in the city of João Pessoa-PB. As for the method of analysis, we used the materialist dialectic that allowed us to systematize the movement of the phenomenon in the social and empirical context through the analytical categories mediation, contradiction and totality, as well as empirical categories teaching, learning and evaluation. The technique for collecting the information was the semi-structured oral interview and simple participant observation, both developed with six preschool teachers. In the theoretical basis, we summarize two blocks of analysis, the first of which points out that the historical constructions about the evaluation of learning in Early Childhood Education in Brazil, permeate the pedagogical approaches of Traditional Education, New Education and Technicist Education, as well as, the educational policies and teaching methodologies. In these approaches, the evaluation methods are classificatory and exclusive and used to keep the subjects docile and disciplined in face of the dominant social practices. n the second block, we analyze the foundations of Historical-Cultural Psychology, conceived as an alternative for the assessment of learning in Early Childhood Education. Regarding the teachers' conceptions about evaluation in Early Childhood Education, we found several interpretations that permeate the pedagogical practice in a confused and fragmented way. A factor that may have contributed to this reality is related to the fact that, in the Brazilian scenario, the defense and theoretical studies aimed at evaluation in Early Childhood Education was conceived recently, instituted by the LDB of 1996. A factor that may have contributed to this reality is related to the fact that, in the Brazilian scenario, the defense and theoretical studies aimed at evaluation in Early Childhood Education was conceived recently, instituted by the LDB of 1996. Another determinant is based on a training that is still weakened for this level of education, both in initial training courses and in continuing training for teaching, and they still leave something to be desired for a qualified professional to teach in early childhood. Finally, to try to overcome these gaps in the teachers' conceptions and practices about evaluation, we present an alternative for a dynamic evaluation, with a view to being used as a pedagogical tool in Early Childhood Education. We emphasize that this alternative is still in the field of possibilities. |
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A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-culturalEducação infantilAvaliação da aprendizagemPsicologia histórico-culturalEarly childhood educationLearning assessmentHistorical-cultural psychologyCNPQ::CIENCIAS HUMANAS::EDUCACAOThis dissertation discusses the evaluation in Early Childhood Education. It is a concept with several approaches in the educational literature and its understanding persists as a challenge to teachers in school practice. To investigate this issue, we aimed to understand the teachers' conception about the evaluation process in Early Childhood Education in Early Childhood Reference Centers (CREI) in the city of João Pessoa-PB. As for the method of analysis, we used the materialist dialectic that allowed us to systematize the movement of the phenomenon in the social and empirical context through the analytical categories mediation, contradiction and totality, as well as empirical categories teaching, learning and evaluation. The technique for collecting the information was the semi-structured oral interview and simple participant observation, both developed with six preschool teachers. In the theoretical basis, we summarize two blocks of analysis, the first of which points out that the historical constructions about the evaluation of learning in Early Childhood Education in Brazil, permeate the pedagogical approaches of Traditional Education, New Education and Technicist Education, as well as, the educational policies and teaching methodologies. In these approaches, the evaluation methods are classificatory and exclusive and used to keep the subjects docile and disciplined in face of the dominant social practices. n the second block, we analyze the foundations of Historical-Cultural Psychology, conceived as an alternative for the assessment of learning in Early Childhood Education. Regarding the teachers' conceptions about evaluation in Early Childhood Education, we found several interpretations that permeate the pedagogical practice in a confused and fragmented way. A factor that may have contributed to this reality is related to the fact that, in the Brazilian scenario, the defense and theoretical studies aimed at evaluation in Early Childhood Education was conceived recently, instituted by the LDB of 1996. A factor that may have contributed to this reality is related to the fact that, in the Brazilian scenario, the defense and theoretical studies aimed at evaluation in Early Childhood Education was conceived recently, instituted by the LDB of 1996. Another determinant is based on a training that is still weakened for this level of education, both in initial training courses and in continuing training for teaching, and they still leave something to be desired for a qualified professional to teach in early childhood. Finally, to try to overcome these gaps in the teachers' conceptions and practices about evaluation, we present an alternative for a dynamic evaluation, with a view to being used as a pedagogical tool in Early Childhood Education. We emphasize that this alternative is still in the field of possibilities.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA presente dissertação discute a avaliação na Educação Infantil. Trata-se de um conceito com várias abordagens na literatura educacional e sua compreensão persiste como um desafio aos docentes na prática escolar. Para investigar esta problemática, tivemos como objetivo compreender a concepção docentes acerca do processo de avaliação na Educação Infantil em Centros de Referencias de Educação Infantil (CREI) do município de João Pessoa-PB. Quanto ao método de análise, utilizamos a dialética materialista que nos permitiu sistematizar o movimento do fenômeno no contexto social e empírico através das categorias analíticas mediação, contradição e totalidade, bem como, categorias empíricas ensino, aprendizagem e avaliação. A técnica para coleta das informações foi a entrevista oral semiestruturada e a observação participante simples, ambas desenvolvidas com seis professoras da Pré-escola. Na fundamentação teórica, sintetizamos dois blocos de análise, o primeiro, aponta que as construções históricas acerca da avaliação da aprendizagem na Educação Infantil, no Brasil, perpassam as abordagens pedagógicas da Educação tradicional, da Educação Nova e da Educação Tecnicista, assim como, as políticas educacionais e as metodologias de ensino. Nestas abordagens, os métodos avaliativos são classificatórios e excludentes e utilizados para manter os sujeitos dóceis e disciplinados frente as práticas sociais dominantes. No segundo bloco, analisamos os fundamentos da Psicologia Histórico-Cultural, concebida enquanto alternativa para a avaliação da aprendizagem na Educação Infantil. No tocante às concepções das docentes sobre avaliação na Educação Infantil, constatamos diversas interpretações que perpassam a prática pedagógica de forma confusa e fragmentada. Um fator que pode ter contribuído com essa realidade diz respeito ao fato de que, no cenário brasileiro, a defesa e estudos teóricos direcionados à avaliação na Educação Infantil foi concebido recentemente, instituído pela LDB de 1996. Outro determinante está alicerçado em uma formação que ainda é fragilizada para esse nível de ensino, tanto nos cursos de formação inicial como na formação continuada para a docência, sendo que, ainda deixam a desejar para um profissional qualificado para lecionar na primeira infância. Por fim, para tentar superar essas lacunas existentes nas concepções e práticas das professoras sobre avaliação, apresentamos uma alternativa para uma avaliação dinâmica, com vistas a ser utilizada como uma ferramenta pedagógica na Educação Infantil. Ressaltamos que essa alternativa ainda está no campo das possibilidades.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBBaptista, Maria das Graças de Almeidahttp://lattes.cnpq.br/6920726647813120Souza, Valdinélia Virgulino de2020-10-15T22:05:49Z2020-04-262020-10-15T22:05:49Z2020-02-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/18159porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-09-20T23:46:22Zoai:repositorio.ufpb.br:123456789/18159Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-09-20T23:46:22Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural |
title |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural |
spellingShingle |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural Souza, Valdinélia Virgulino de Educação infantil Avaliação da aprendizagem Psicologia histórico-cultural Early childhood education Learning assessment Historical-cultural psychology CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural |
title_full |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural |
title_fullStr |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural |
title_full_unstemmed |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural |
title_sort |
A concepção docente sobre o processo de avaliação na educação infantil em João Pessoa: uma análise na perspectiva da psicologia histórico-cultural |
author |
Souza, Valdinélia Virgulino de |
author_facet |
Souza, Valdinélia Virgulino de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Baptista, Maria das Graças de Almeida http://lattes.cnpq.br/6920726647813120 |
dc.contributor.author.fl_str_mv |
Souza, Valdinélia Virgulino de |
dc.subject.por.fl_str_mv |
Educação infantil Avaliação da aprendizagem Psicologia histórico-cultural Early childhood education Learning assessment Historical-cultural psychology CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação infantil Avaliação da aprendizagem Psicologia histórico-cultural Early childhood education Learning assessment Historical-cultural psychology CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation discusses the evaluation in Early Childhood Education. It is a concept with several approaches in the educational literature and its understanding persists as a challenge to teachers in school practice. To investigate this issue, we aimed to understand the teachers' conception about the evaluation process in Early Childhood Education in Early Childhood Reference Centers (CREI) in the city of João Pessoa-PB. As for the method of analysis, we used the materialist dialectic that allowed us to systematize the movement of the phenomenon in the social and empirical context through the analytical categories mediation, contradiction and totality, as well as empirical categories teaching, learning and evaluation. The technique for collecting the information was the semi-structured oral interview and simple participant observation, both developed with six preschool teachers. In the theoretical basis, we summarize two blocks of analysis, the first of which points out that the historical constructions about the evaluation of learning in Early Childhood Education in Brazil, permeate the pedagogical approaches of Traditional Education, New Education and Technicist Education, as well as, the educational policies and teaching methodologies. In these approaches, the evaluation methods are classificatory and exclusive and used to keep the subjects docile and disciplined in face of the dominant social practices. n the second block, we analyze the foundations of Historical-Cultural Psychology, conceived as an alternative for the assessment of learning in Early Childhood Education. Regarding the teachers' conceptions about evaluation in Early Childhood Education, we found several interpretations that permeate the pedagogical practice in a confused and fragmented way. A factor that may have contributed to this reality is related to the fact that, in the Brazilian scenario, the defense and theoretical studies aimed at evaluation in Early Childhood Education was conceived recently, instituted by the LDB of 1996. A factor that may have contributed to this reality is related to the fact that, in the Brazilian scenario, the defense and theoretical studies aimed at evaluation in Early Childhood Education was conceived recently, instituted by the LDB of 1996. Another determinant is based on a training that is still weakened for this level of education, both in initial training courses and in continuing training for teaching, and they still leave something to be desired for a qualified professional to teach in early childhood. Finally, to try to overcome these gaps in the teachers' conceptions and practices about evaluation, we present an alternative for a dynamic evaluation, with a view to being used as a pedagogical tool in Early Childhood Education. We emphasize that this alternative is still in the field of possibilities. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-15T22:05:49Z 2020-04-26 2020-10-15T22:05:49Z 2020-02-20 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/18159 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/18159 |
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por |
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por |
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http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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