Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente
Ano de defesa: | 2008 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal do Rio Grande do Norte
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufrn.br/jspui/handle/123456789/14180 |
Resumo: | The present paper analyses matters about the assessment in the context of the school organization in cycles. The complexity that involves the assessment turns it into a difficult subject, since the evidence that the model supported by the traditional approach contributes to foil the fulfillment of new continuous and wide-ranging assessment practices, that are coherent with a view of learning as a process established in the student-teacher-knowledge interaction. This paper has as guidance the following questions: How did the introduction of the teaching organization in cycles happen in Fortaleza/ CE? How far are the teachers prepared to the introduction of the cycles system, specially in the way of thinking and practicing the assessment? What are the teacher s involvements with this project and with the continuous assessment in the cycles? What meanings do the teachers give to the assessment in this project? Therefore, were determined as objectives: to comprehend the meanings attributed to the learning assessment by the teachers in contact with the cycles in Fortaleza/CE; to identify assessment practices that are closer to a less qualifying perspective, more related to the students learning and to the educational intervention in order to improve this process. The methodological orientation chosen was based on the presuppositions of the comprehensible interview, with reference to the studies of the French sociologist Jean Claude Kaufmann, developed with 15 (fifteen) teachers of 15 (fifteen) schools of the state teaching system of Fortaleza/CE. It was considered, in the methodology, the word as a central fact in the consolidation of the object of study, what allows to conceive the teachers as active participants of this research and of the discussions about assessment. The analysis about the speeches in the interviews made possible to glimpse the meanings attributed to the learning assessment that are not related to the traditional paragon, in spite of the dilemma in which the participants of the research faced at the time of the introduction of the cycles in Fortaleza/CE. These meanings were created between the presence and the absence of the teachers knowledge that, in their way, interact with the changes caused by the obligation of the teaching organization in cycles, seeking a strategy of self-organization as a consequence of the search for new knowledge connected with the teaching |
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Almeida, Ana Maria Bezerra dehttp://lattes.cnpq.br/1344537915587640http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0Mainardes, Jeffersonhttp://lattes.cnpq.br/1869253922319886Catrib, Ana Maria Fontenellehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703154Y7Silva, Rosália de Fátima ehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794938U8Soares Júnior, Francisco Cláudiohttp://lattes.cnpq.br/8594420871529170Nascimento, Ilma Vieira dohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767029J6Ribeiro, Márcia Maria Gurgel2014-12-17T14:35:58Z2009-06-032014-12-17T14:35:58Z2008-11-19ALMEIDA, Ana Maria Bezerra de. Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente. 2008. 198 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008.https://repositorio.ufrn.br/jspui/handle/123456789/14180The present paper analyses matters about the assessment in the context of the school organization in cycles. The complexity that involves the assessment turns it into a difficult subject, since the evidence that the model supported by the traditional approach contributes to foil the fulfillment of new continuous and wide-ranging assessment practices, that are coherent with a view of learning as a process established in the student-teacher-knowledge interaction. This paper has as guidance the following questions: How did the introduction of the teaching organization in cycles happen in Fortaleza/ CE? How far are the teachers prepared to the introduction of the cycles system, specially in the way of thinking and practicing the assessment? What are the teacher s involvements with this project and with the continuous assessment in the cycles? What meanings do the teachers give to the assessment in this project? Therefore, were determined as objectives: to comprehend the meanings attributed to the learning assessment by the teachers in contact with the cycles in Fortaleza/CE; to identify assessment practices that are closer to a less qualifying perspective, more related to the students learning and to the educational intervention in order to improve this process. The methodological orientation chosen was based on the presuppositions of the comprehensible interview, with reference to the studies of the French sociologist Jean Claude Kaufmann, developed with 15 (fifteen) teachers of 15 (fifteen) schools of the state teaching system of Fortaleza/CE. It was considered, in the methodology, the word as a central fact in the consolidation of the object of study, what allows to conceive the teachers as active participants of this research and of the discussions about assessment. The analysis about the speeches in the interviews made possible to glimpse the meanings attributed to the learning assessment that are not related to the traditional paragon, in spite of the dilemma in which the participants of the research faced at the time of the introduction of the cycles in Fortaleza/CE. These meanings were created between the presence and the absence of the teachers knowledge that, in their way, interact with the changes caused by the obligation of the teaching organization in cycles, seeking a strategy of self-organization as a consequence of the search for new knowledge connected with the teachingO presente estudo analisa questões sobre avaliação, no contexto da organização da escolaridade em ciclos. A complexidade que envolve a avaliação a torna um tema difícil, haja vista a constatação de que o modelo sustentado pela abordagem tradicional frustra a realização de novas práticas avaliativas continuadas e inclusivas, coerentes com uma visão de aprendizagem como processo constituído na interação aluno-professor-conhecimento. Este estudo tem por orientação os seguintes questionamentos: Como ocorreu, no Ceará, a implantação da organização do ensino em ciclos? Até que ponto os professores estão preparados para a implantação do regime de ciclos, em especial na forma de pensar e praticar a avaliação? Quais as implicações das professoras na referida proposta e no processo de avaliação continuada nos ciclos? Que sentidos as professoras atribuem à avaliação nessa proposta? Definiram-se, portanto, como objetivos: compreender os sentidos atribuídos à avaliação da aprendizagem pelas professoras que vivenciam os ciclos em escolas de Fortaleza-CE; identificar práticas avaliativas que se aproximem de uma perspectiva menos classificatória e mais associada à aprendizagem dos alunos e às intervenções pedagógicas para melhoria desse processo. Optou-se por uma orientação metodológica fundada nos pressupostos da entrevista compreensiva, referendada nos estudos do sociólogo francês Jean Claude Kaufmann, a qual foi desenvolvida com15 (quinze) professoras de 15 (quinze) escolas da rede estadual de ensino de Fortaleza. Nessa metodologia, considera-se a palavra como elemento central na consolidação do objeto de estudo, o que permite conceber as professoras como participantes da pesquisa e das discussões sobre avaliação. As análises realizadas sobre as falas, nas entrevistas permitem apreender sentidos atribuídos à avaliação da aprendizagem dissociados do paradigma tradicional, apesar da situação dilemática em que estavam as participantes da pesquisa quando da implantação dos ciclos no Ceará. Esses sentidos foram formulados entre o saber e o não-saber das professoras que, ao seu modo, interagem com as mudanças induzidas pela obrigatoriedade do regime de ensino em ciclos, buscando estratégia de auto-organização, como conseqüência da própria busca por novos saberes inerentes à docênciaFundação Cearense de Apoio ao Desenvolvimento Cientifico e Tecnológicoapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoCiclosDilemaAvaliação da aprendizagemEnsino fundamentalCyclesDilemmaLearning assessmentPrimary and middle schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOAvaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALAnaMBA.pdfapplication/pdf684958https://repositorio.ufrn.br/bitstream/123456789/14180/1/AnaMBA.pdf3a6a99f1104fc63d0865360a1cac509dMD51TEXTAnaMBA.pdf.txtAnaMBA.pdf.txtExtracted texttext/plain445910https://repositorio.ufrn.br/bitstream/123456789/14180/6/AnaMBA.pdf.txta7854130f746fda2c0e505692b33ed07MD56THUMBNAILAnaMBA.pdf.jpgAnaMBA.pdf.jpgIM Thumbnailimage/jpeg2462https://repositorio.ufrn.br/bitstream/123456789/14180/7/AnaMBA.pdf.jpg0aedc33ba55d93055362c90bbe1f3ba2MD57123456789/141802017-11-01 11:29:12.783oai:https://repositorio.ufrn.br:123456789/14180Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T14:29:12Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente |
title |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente |
spellingShingle |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente Almeida, Ana Maria Bezerra de Ciclos Dilema Avaliação da aprendizagem Ensino fundamental Cycles Dilemma Learning assessment Primary and middle school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente |
title_full |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente |
title_fullStr |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente |
title_full_unstemmed |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente |
title_sort |
Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente |
author |
Almeida, Ana Maria Bezerra de |
author_facet |
Almeida, Ana Maria Bezerra de |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/1344537915587640 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Mainardes, Jefferson |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/1869253922319886 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Catrib, Ana Maria Fontenelle |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703154Y7 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Silva, Rosália de Fátima e |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794938U8 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Soares Júnior, Francisco Cláudio |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://lattes.cnpq.br/8594420871529170 |
dc.contributor.referees5.pt_BR.fl_str_mv |
Nascimento, Ilma Vieira do |
dc.contributor.referees5ID.por.fl_str_mv |
|
dc.contributor.referees5Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767029J6 |
dc.contributor.author.fl_str_mv |
Almeida, Ana Maria Bezerra de |
dc.contributor.advisor1.fl_str_mv |
Ribeiro, Márcia Maria Gurgel |
contributor_str_mv |
Ribeiro, Márcia Maria Gurgel |
dc.subject.por.fl_str_mv |
Ciclos Dilema Avaliação da aprendizagem Ensino fundamental |
topic |
Ciclos Dilema Avaliação da aprendizagem Ensino fundamental Cycles Dilemma Learning assessment Primary and middle school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Cycles Dilemma Learning assessment Primary and middle school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present paper analyses matters about the assessment in the context of the school organization in cycles. The complexity that involves the assessment turns it into a difficult subject, since the evidence that the model supported by the traditional approach contributes to foil the fulfillment of new continuous and wide-ranging assessment practices, that are coherent with a view of learning as a process established in the student-teacher-knowledge interaction. This paper has as guidance the following questions: How did the introduction of the teaching organization in cycles happen in Fortaleza/ CE? How far are the teachers prepared to the introduction of the cycles system, specially in the way of thinking and practicing the assessment? What are the teacher s involvements with this project and with the continuous assessment in the cycles? What meanings do the teachers give to the assessment in this project? Therefore, were determined as objectives: to comprehend the meanings attributed to the learning assessment by the teachers in contact with the cycles in Fortaleza/CE; to identify assessment practices that are closer to a less qualifying perspective, more related to the students learning and to the educational intervention in order to improve this process. The methodological orientation chosen was based on the presuppositions of the comprehensible interview, with reference to the studies of the French sociologist Jean Claude Kaufmann, developed with 15 (fifteen) teachers of 15 (fifteen) schools of the state teaching system of Fortaleza/CE. It was considered, in the methodology, the word as a central fact in the consolidation of the object of study, what allows to conceive the teachers as active participants of this research and of the discussions about assessment. The analysis about the speeches in the interviews made possible to glimpse the meanings attributed to the learning assessment that are not related to the traditional paragon, in spite of the dilemma in which the participants of the research faced at the time of the introduction of the cycles in Fortaleza/CE. These meanings were created between the presence and the absence of the teachers knowledge that, in their way, interact with the changes caused by the obligation of the teaching organization in cycles, seeking a strategy of self-organization as a consequence of the search for new knowledge connected with the teaching |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-11-19 |
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2009-06-03 2014-12-17T14:35:58Z |
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2014-12-17T14:35:58Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALMEIDA, Ana Maria Bezerra de. Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente. 2008. 198 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14180 |
identifier_str_mv |
ALMEIDA, Ana Maria Bezerra de. Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente. 2008. 198 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14180 |
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Universidade Federal do Rio Grande do Norte |
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