Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2002 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/tede/handle/tede/462 |
Resumo: | The present study investigated the instruments of evaluation of the teaching learning process in a perspective of analysis of the theory which has informed the Brazilian educators about the laws that rule the evaluation and its practice as noticed by the students, teachers and educators of the elementary school of two municipal schools in São Paulo. Authors whose purposes have been spread throughout the educational means were chosen and analysed . The technical, political and sociological dimensions that the evaluation reaches and the approaches used to evaluate a student were emphasized as tendency. The investigation of the evaluating practice was developed by the study of case , taken place in two municipal schools, in a group composed by two principals and their two assistants, three pedagogic co-ordinators, twenty teachers- ten of them as tutors of classes from the first to the forth degree and the other ten from the fifth to the eighth degree of the elementary school, and eighty students forty of them from the first to the forth degree and the other forty from the fifth to the eight degree of the elementary school . The data were collected by questionnaires. The conclusion was that the evaluation of the teaching- learning process noticed and shown by almost all the involved school agents is not agaisnt the essence of what is spread by the theory and the legislation , since the main purpose is the quality aspects without ignoring the quantity ones. Comparing the practices of evaluation specified in the teaching plans of the teachers with their answers to the questionnaires and with the students` point of view , it followed that it is necessary a critical reflexion of the teaching and the school in a theorical and practical perspective. This being so, at the end of this study, some considerations and purposes come back to reconsider the school evaluation in order to elaborate a psycho- pedagogical project aiming the best care of the students of a public school and the improvement of the teaching quality. |
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Silva, Jair Militão daCPF:00000000000http://lattes.cnpq.br/0900935972002428Monfredini, IvaniseCPF:00000000000http://lattes.cnpq.br/4534611937031694Martelli, Anita FavaroCPF:00000000000http://lattes.cnpq.br/9206544151823521CPF:82008224784http://lattes.cnpq.br/5533533155128209Guiselini, Maria Elena Roberto2015-04-08T14:36:42Z2012-03-022002-11-07GUISELINI, Maria Elena Roberto. Instruments of evaluation of the process teach-learning in basic education. 2002. 131 f. Dissertação (Mestrado em Educação) - Universidade Nove de Julho, São Paulo, 2002.http://bibliotecatede.uninove.br/tede/handle/tede/462The present study investigated the instruments of evaluation of the teaching learning process in a perspective of analysis of the theory which has informed the Brazilian educators about the laws that rule the evaluation and its practice as noticed by the students, teachers and educators of the elementary school of two municipal schools in São Paulo. Authors whose purposes have been spread throughout the educational means were chosen and analysed . The technical, political and sociological dimensions that the evaluation reaches and the approaches used to evaluate a student were emphasized as tendency. The investigation of the evaluating practice was developed by the study of case , taken place in two municipal schools, in a group composed by two principals and their two assistants, three pedagogic co-ordinators, twenty teachers- ten of them as tutors of classes from the first to the forth degree and the other ten from the fifth to the eighth degree of the elementary school, and eighty students forty of them from the first to the forth degree and the other forty from the fifth to the eight degree of the elementary school . The data were collected by questionnaires. The conclusion was that the evaluation of the teaching- learning process noticed and shown by almost all the involved school agents is not agaisnt the essence of what is spread by the theory and the legislation , since the main purpose is the quality aspects without ignoring the quantity ones. Comparing the practices of evaluation specified in the teaching plans of the teachers with their answers to the questionnaires and with the students` point of view , it followed that it is necessary a critical reflexion of the teaching and the school in a theorical and practical perspective. This being so, at the end of this study, some considerations and purposes come back to reconsider the school evaluation in order to elaborate a psycho- pedagogical project aiming the best care of the students of a public school and the improvement of the teaching quality.O presente estudo investigou os instrumentos de avaliação do processo ensino-aprendizagem numa perspectiva de análise da teoria que vem informando os educadores brasileiros, da legislação que normatiza a avaliação e da prática como percebida por alunos, professores e educadores do ensino fundamental regular de duas escolas municipais do Município de São Paulo. Foram selecionados e analisados autores cujas propostas têm sido veiculadas nos meios educacionais. Como tendência evidenciaram-se as dimensões técnica, política e sociológica que a avaliação atinge e os procedimentos utilizados para avaliar um aluno. A investigação da prática avaliativa desenvolveu-se por meio de estudo de caso, realizado em duas escolas da rede municipal, com um grupo formado por dois diretores, dois assistentes de diretor, três coordenadores pedagógicos, vinte professores, sendo dez em regência de aulas de 1o ao 4o ano do ciclo I e dez que desenvolvem seus trabalhos com alunos do 1o ao 4o ano do ciclo II e oitenta alunos: quarenta do ciclo I e quarenta do ciclo II do ensino fundamental regular. As informações foram coletadas por meio de questionários. Constatou-se que a avaliação do processo ensino-aprendizagem, percebida e explicitada por quase todos os agentes escolares envolvidos não se contrapõem à essência do que é difundido pela teoria e pela legislação, uma vez que a preocupação maior está centrada nos aspectos qualitativos, sem deixar de lado os quantitativos. Ao comparar os procedimentos de avaliação especificados nos planos de ensino dos professores com suas respostas aos questionamentos e com a visão dos alunos, concluiu-se que há necessidade de uma reflexão crítica do ensino e da escola numa perspectiva teórica e prática. Assim, ao final do estudo, algumas considerações e propostas voltam-se para o repensar da avaliação escolar, no sentido de elaboração de um projeto político-pedagógico que vise o melhor atendimento aos alunos da escola pública e à melhoria da qualidade de ensino.Made available in DSpace on 2015-04-08T14:36:42Z (GMT). No. of bitstreams: 1 B_MARIA ELENA ROBERTO GUISELINI.pdf: 403078 bytes, checksum: 82268a853a03cb580a1a166a80bfc446 (MD5) Previous issue date: 2002-11-07application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUninoveBREducaçãoinstrumento de avaliaçãoensino-aprendizagemensino fundamentalinstrument of evaluationteach-learningbasic educationCIENCIAS HUMANAS::EDUCACAOInstrumentos de avaliação do processo ensino-aprendizagem no ensino fundamentalInstruments of evaluation of the process teach-learning in basic educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALB_MARIA ELENA ROBERTO GUISELINI.pdfapplication/pdf403078http://localhost:8080/tede/bitstream/tede/462/1/B_MARIA++ELENA++ROBERTO++GUISELINI.pdf82268a853a03cb580a1a166a80bfc446MD51tede/4622022-06-03 12:52:34.615oai:localhost:tede/462Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2022-06-03T15:52:34Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Instruments of evaluation of the process teach-learning in basic education |
title |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental |
spellingShingle |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental Guiselini, Maria Elena Roberto instrumento de avaliação ensino-aprendizagem ensino fundamental instrument of evaluation teach-learning basic education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental |
title_full |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental |
title_fullStr |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental |
title_full_unstemmed |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental |
title_sort |
Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental |
author |
Guiselini, Maria Elena Roberto |
author_facet |
Guiselini, Maria Elena Roberto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Jair Militão da |
dc.contributor.advisor1ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0900935972002428 |
dc.contributor.referee1.fl_str_mv |
Monfredini, Ivanise |
dc.contributor.referee1ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4534611937031694 |
dc.contributor.referee2.fl_str_mv |
Martelli, Anita Favaro |
dc.contributor.referee2ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9206544151823521 |
dc.contributor.authorID.fl_str_mv |
CPF:82008224784 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5533533155128209 |
dc.contributor.author.fl_str_mv |
Guiselini, Maria Elena Roberto |
contributor_str_mv |
Silva, Jair Militão da Monfredini, Ivanise Martelli, Anita Favaro |
dc.subject.por.fl_str_mv |
instrumento de avaliação ensino-aprendizagem ensino fundamental |
topic |
instrumento de avaliação ensino-aprendizagem ensino fundamental instrument of evaluation teach-learning basic education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
instrument of evaluation teach-learning basic education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present study investigated the instruments of evaluation of the teaching learning process in a perspective of analysis of the theory which has informed the Brazilian educators about the laws that rule the evaluation and its practice as noticed by the students, teachers and educators of the elementary school of two municipal schools in São Paulo. Authors whose purposes have been spread throughout the educational means were chosen and analysed . The technical, political and sociological dimensions that the evaluation reaches and the approaches used to evaluate a student were emphasized as tendency. The investigation of the evaluating practice was developed by the study of case , taken place in two municipal schools, in a group composed by two principals and their two assistants, three pedagogic co-ordinators, twenty teachers- ten of them as tutors of classes from the first to the forth degree and the other ten from the fifth to the eighth degree of the elementary school, and eighty students forty of them from the first to the forth degree and the other forty from the fifth to the eight degree of the elementary school . The data were collected by questionnaires. The conclusion was that the evaluation of the teaching- learning process noticed and shown by almost all the involved school agents is not agaisnt the essence of what is spread by the theory and the legislation , since the main purpose is the quality aspects without ignoring the quantity ones. Comparing the practices of evaluation specified in the teaching plans of the teachers with their answers to the questionnaires and with the students` point of view , it followed that it is necessary a critical reflexion of the teaching and the school in a theorical and practical perspective. This being so, at the end of this study, some considerations and purposes come back to reconsider the school evaluation in order to elaborate a psycho- pedagogical project aiming the best care of the students of a public school and the improvement of the teaching quality. |
publishDate |
2002 |
dc.date.issued.fl_str_mv |
2002-11-07 |
dc.date.available.fl_str_mv |
2012-03-02 |
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2015-04-08T14:36:42Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
GUISELINI, Maria Elena Roberto. Instruments of evaluation of the process teach-learning in basic education. 2002. 131 f. Dissertação (Mestrado em Educação) - Universidade Nove de Julho, São Paulo, 2002. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/tede/handle/tede/462 |
identifier_str_mv |
GUISELINI, Maria Elena Roberto. Instruments of evaluation of the process teach-learning in basic education. 2002. 131 f. Dissertação (Mestrado em Educação) - Universidade Nove de Julho, São Paulo, 2002. |
url |
http://bibliotecatede.uninove.br/tede/handle/tede/462 |
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