Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia
Ano de defesa: | 2022 |
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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
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/24935 |
Resumo: | This research is linked to the Teaching-Learning Processes research line of the Graduate Program in Education, Federal University of Paraíba (CE/PPGE/UFPB) and its general objective is to investigate the meanings and ways of acting that shape the assessment practices of professors in the Undergraduate Program of Pedagogy at one of the campuses of the Federal University of Paraíba. Learning assessment plays an important role in the teaching and learning process and, as we place the focus on the undergraduate program of Pedagogy, we can discuss how undergraduate courses that train students to become teachers prepare professionals to work in education, assuming that their training experiences, including those related to assessment, contribute to their pedagogical instruction. This research relies on an instrumental qualitative case study; it is based on an exploratory study and it is inspired by the epistemological approach of Symbolic Interactionism, since we believe that the way professors understand assessment is not the result of thinking in isolation of the relationships they establish with the world; rather, it derives from the interaction with others, mediated by socially structured meanings. As for the techniques for collecting the data, we adopted the interview and semi-structured questionnaire, given the context of social isolation imposed by the COVID-19 pandemic. The data were collected online, thus following the guidelines provided for in Official Memorandum no. 2/2021/CONEP/SECNS/MS. The type of data analysis chosen for the research was Content Analysis, as in Bardin (2016). To contribute to the improvement of assessment practices at UFPB's Undergraduate Program of Pedagogy, the theoretical basis of the research relied on conceptual categories that include Learning Assessment, studies in University Pedagogy, and studies in Didactics in Higher Education. The results achieved indicate that the learning assessment as developed in the Undergraduate Program of Pedagogy, the locus of the research, is intersected by meanings which, in turn, are produced and/or acquired by professors, specifically, through the interaction with other people in their training and professional work contexts. Among the learned content, participants say they conduct a formative and/or continuous assessment practice and understand that assessment leads to a reflection of their teaching practice. In addition, the research concluded that such meanings were interpreted and transformed, that is, the professors controlled their ways of acting. Regarding their assessment practice, the professors under study are at the symbolic interaction level, as they interpret another person’s action and they select/modify/avoid/transform it. |
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Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de PedagogiaAvaliação da aprendizagemPedagogia universitáriaDidática no ensino superiorDocenteCurso de PedagogiaLearning assessmentUniversity PedagogyDidactics in higher educationProfessorUndergraduate program of PedagogyCNPQ::CIENCIAS HUMANAS::EDUCACAOThis research is linked to the Teaching-Learning Processes research line of the Graduate Program in Education, Federal University of Paraíba (CE/PPGE/UFPB) and its general objective is to investigate the meanings and ways of acting that shape the assessment practices of professors in the Undergraduate Program of Pedagogy at one of the campuses of the Federal University of Paraíba. Learning assessment plays an important role in the teaching and learning process and, as we place the focus on the undergraduate program of Pedagogy, we can discuss how undergraduate courses that train students to become teachers prepare professionals to work in education, assuming that their training experiences, including those related to assessment, contribute to their pedagogical instruction. This research relies on an instrumental qualitative case study; it is based on an exploratory study and it is inspired by the epistemological approach of Symbolic Interactionism, since we believe that the way professors understand assessment is not the result of thinking in isolation of the relationships they establish with the world; rather, it derives from the interaction with others, mediated by socially structured meanings. As for the techniques for collecting the data, we adopted the interview and semi-structured questionnaire, given the context of social isolation imposed by the COVID-19 pandemic. The data were collected online, thus following the guidelines provided for in Official Memorandum no. 2/2021/CONEP/SECNS/MS. The type of data analysis chosen for the research was Content Analysis, as in Bardin (2016). To contribute to the improvement of assessment practices at UFPB's Undergraduate Program of Pedagogy, the theoretical basis of the research relied on conceptual categories that include Learning Assessment, studies in University Pedagogy, and studies in Didactics in Higher Education. The results achieved indicate that the learning assessment as developed in the Undergraduate Program of Pedagogy, the locus of the research, is intersected by meanings which, in turn, are produced and/or acquired by professors, specifically, through the interaction with other people in their training and professional work contexts. Among the learned content, participants say they conduct a formative and/or continuous assessment practice and understand that assessment leads to a reflection of their teaching practice. In addition, the research concluded that such meanings were interpreted and transformed, that is, the professors controlled their ways of acting. Regarding their assessment practice, the professors under study are at the symbolic interaction level, as they interpret another person’s action and they select/modify/avoid/transform it.NenhumaA presente pesquisa está vinculada a linha de Processos de Ensino-Aprendizagem do Programa de Pós-graduação em Educação da Universidade Federal da Paraíba (CE/PPGE/UFPB) e tem por objetivo geral investigar os significados e modos de ação que estruturam as práticas avaliativas de professores(as) do curso de Pedagogia de um dos Campus da Universidade Federal da Paraíba. A Avaliação da Aprendizagem tem um papel importante no processo de ensinar e aprender e, ao situá-la no curso de Pedagogia, podemos problematizar como os cursos de licenciatura preparam os(as) profissionais que atuam na educação, entendendo que as experiências formativas, incluindo as que dizem respeito à avaliação, contribuem para a sua formação pedagógica. A presente pesquisa opera com o estudo de caso qualitativo do tipo instrumental; baseando-se em um estudo exploratório, tomando como inspiração a abordagem epistemológica do Interacionismo Simbólico, em função de entendermos que a compreensão que o(a) professor(a) tem de avaliação não é fruto do pensamento isolado das relações que estabelece com o mundo, mas emergem justamente da interação com outros(as), sob a mediação de significados estruturados socialmente. Como técnicas de coleta de dados, escolhemos trabalhar com entrevista e questionário semiestruturado, diante do contexto de isolamento social, devido à pandemia COVID-19, os dados foram coletados por “meio ou ambiente virtual” conforme as orientações do Ofício Circular nº 2/2021/CONEP/SECNS/MS. O tipo de análise de dados escolhido para a pesquisa foi a Análise de Conteúdo, em Bardin (2016). Para contribuir com a qualificação das práticas avaliativas no referido curso, a base teórica da pesquisa foi construída de categorias conceituais que englobam a Avaliação da Aprendizagem, os estudos da Pedagogia Universitária e da Didática no Ensino Superior. Os resultados apresentados apontam que a Avaliação da Aprendizagem desenvolvida no curso de Pedagogia, lócus da pesquisa, é atravessada por significados, que, por sua vez são produzidos e/ou adquiridos pelos(as) professores(as), especificamente, através da interação com outras pessoas em seus contextos de formação e atuação profissional. Dentre as aprendizagens adquiridas, os(as) participantes declaram desenvolver uma prática avaliativa na perspectiva formativa e/ou contínua e compreendem que a avaliação desencadeia uma reflexão da prática docente. Além disso, a pesquisa concluiu que tais significados foram interpretados e transformados, isto é, os(as) professores(as) direcionaram seus modos de ação. Em relação à sua prática avaliativa, os(as) professores(as) se encontram no nível da interação simbólica, quando interpretam a ação de outra pessoa e a selecionam/modificam/evitam/transformam.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBSevero, José Leonardo Rolim de Limahttp://lattes.cnpq.br/1461468952362951Mouraes, Rosilene Silva de2022-10-13T17:05:10Z2022-07-182022-10-13T17:05:10Z2022-04-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/24935porAttribution-NoDerivs 3.0 Brazilhttp://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:UFPB2022-10-25T12:31:14Zoai:repositorio.ufpb.br:123456789/24935Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-10-25T12:31:14Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia |
title |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia |
spellingShingle |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia Mouraes, Rosilene Silva de Avaliação da aprendizagem Pedagogia universitária Didática no ensino superior Docente Curso de Pedagogia Learning assessment University Pedagogy Didactics in higher education Professor Undergraduate program of Pedagogy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia |
title_full |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia |
title_fullStr |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia |
title_full_unstemmed |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia |
title_sort |
Avaliação da aprendizagem no ensino superior: significados e modos de ação de docentes do curso de Pedagogia |
author |
Mouraes, Rosilene Silva de |
author_facet |
Mouraes, Rosilene Silva de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Severo, José Leonardo Rolim de Lima http://lattes.cnpq.br/1461468952362951 |
dc.contributor.author.fl_str_mv |
Mouraes, Rosilene Silva de |
dc.subject.por.fl_str_mv |
Avaliação da aprendizagem Pedagogia universitária Didática no ensino superior Docente Curso de Pedagogia Learning assessment University Pedagogy Didactics in higher education Professor Undergraduate program of Pedagogy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Avaliação da aprendizagem Pedagogia universitária Didática no ensino superior Docente Curso de Pedagogia Learning assessment University Pedagogy Didactics in higher education Professor Undergraduate program of Pedagogy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research is linked to the Teaching-Learning Processes research line of the Graduate Program in Education, Federal University of Paraíba (CE/PPGE/UFPB) and its general objective is to investigate the meanings and ways of acting that shape the assessment practices of professors in the Undergraduate Program of Pedagogy at one of the campuses of the Federal University of Paraíba. Learning assessment plays an important role in the teaching and learning process and, as we place the focus on the undergraduate program of Pedagogy, we can discuss how undergraduate courses that train students to become teachers prepare professionals to work in education, assuming that their training experiences, including those related to assessment, contribute to their pedagogical instruction. This research relies on an instrumental qualitative case study; it is based on an exploratory study and it is inspired by the epistemological approach of Symbolic Interactionism, since we believe that the way professors understand assessment is not the result of thinking in isolation of the relationships they establish with the world; rather, it derives from the interaction with others, mediated by socially structured meanings. As for the techniques for collecting the data, we adopted the interview and semi-structured questionnaire, given the context of social isolation imposed by the COVID-19 pandemic. The data were collected online, thus following the guidelines provided for in Official Memorandum no. 2/2021/CONEP/SECNS/MS. The type of data analysis chosen for the research was Content Analysis, as in Bardin (2016). To contribute to the improvement of assessment practices at UFPB's Undergraduate Program of Pedagogy, the theoretical basis of the research relied on conceptual categories that include Learning Assessment, studies in University Pedagogy, and studies in Didactics in Higher Education. The results achieved indicate that the learning assessment as developed in the Undergraduate Program of Pedagogy, the locus of the research, is intersected by meanings which, in turn, are produced and/or acquired by professors, specifically, through the interaction with other people in their training and professional work contexts. Among the learned content, participants say they conduct a formative and/or continuous assessment practice and understand that assessment leads to a reflection of their teaching practice. In addition, the research concluded that such meanings were interpreted and transformed, that is, the professors controlled their ways of acting. Regarding their assessment practice, the professors under study are at the symbolic interaction level, as they interpret another person’s action and they select/modify/avoid/transform it. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-13T17:05:10Z 2022-07-18 2022-10-13T17:05:10Z 2022-04-29 |
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/123456789/24935 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/24935 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil 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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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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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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