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Previous issue date: 2008-11-19 === Funda??o Cearense de Apoio ao Desenvolvimento Cientifico e Tecnol?gico === 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 === O presente estudo analisa quest?es sobre avalia??o, no contexto da organiza??o da escolaridade em ciclos. A complexidade que envolve a avalia??o a torna um tema dif?cil, haja vista a constata??o de que o modelo sustentado pela abordagem tradicional frustra a realiza??o de novas pr?ticas avaliativas continuadas e inclusivas, coerentes com uma vis?o de aprendizagem como processo constitu?do na intera??o aluno-professor-conhecimento. Este estudo tem por orienta??o os seguintes questionamentos: Como ocorreu, no Cear?, a implanta??o da organiza??o do ensino em ciclos? At? que ponto os professores est?o preparados para a implanta??o do regime de ciclos, em especial na forma de pensar e praticar a avalia??o? Quais as implica??es das professoras na referida proposta e no processo de avalia??o continuada nos ciclos? Que sentidos as professoras atribuem ? avalia??o nessa proposta? Definiram-se, portanto, como objetivos: compreender os sentidos atribu?dos ? avalia??o da aprendizagem pelas professoras que vivenciam os ciclos em escolas de Fortaleza-CE; identificar pr?ticas avaliativas que se aproximem de uma perspectiva menos classificat?ria e mais associada ? aprendizagem dos alunos e ?s interven??es pedag?gicas para melhoria desse processo. Optou-se por uma orienta??o metodol?gica fundada nos pressupostos da entrevista compreensiva, referendada nos estudos do soci?logo franc?s 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 consolida??o do objeto de estudo, o que permite conceber as professoras como participantes da pesquisa e das discuss?es sobre avalia??o. As an?lises realizadas sobre as falas, nas entrevistas permitem apreender sentidos atribu?dos ? avalia??o da aprendizagem dissociados do paradigma tradicional, apesar da situa??o dilem?tica em que estavam as participantes da pesquisa quando da implanta??o dos ciclos no Cear?. Esses sentidos foram formulados entre o saber e o n?o-saber das professoras que, ao seu modo, interagem com as mudan?as induzidas pela obrigatoriedade do regime de ensino em ciclos, buscando estrat?gia de auto-organiza??o, como conseq??ncia da pr?pria busca por novos saberes inerentes ? doc?ncia
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