Avaliação em filosofia: um estudo sobre concepções e práticas de professores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15611 |
Resumo: | The theme "Evaluation in philosophy" covered several moments of my academic trajectory and, in view of its relevance to teaching philosophy, motivated this master's research. This study was developed in the Postgraduate Program in Education of UFSM, based on the Line of Research School Practices and Public Policies (LP2).With this study we aim to identify and problematize conceptions and practices of evaluation of philosophy teachers; describe the different conceptions of evaluation produced in the area of education; present the theoretical and legal contributions on evaluation in philosophy; identify and problematize the daily confrontations of philosophy teachers in the evaluation processes; and to understand and problematize the way that philosophy teachers evaluate the philosophical skills of their students. The research was developed based on a philosophical study, which is understood as a problematizing study, having as support the authors dedicated to the theme of philosophy teaching: Lidia Maria Rodrigo (2009); Alejandro Cerletti (2009); Renata Aspis and Silvio Gallo (2009); Silvio Gallo (2008; 2012); Walter Kohan (2008) and Guillermo Obiols (2002). The materiality of the research were semi-structured interviews, developed with philosophy teachers from four (4) public high schools in Santa Maria. The criterion of choice was the highest average number of students per class in the city. The data produced from the interviews were grouped into preestablished categories: teaching methodologies; philosophical skills; teaching and learning in philosophy; evaluation concepts (with the subcategory: the evaluation feedback); and difficulties to evaluate in philosophy. As results we indicate that the teachers interviewed have a great difficulty to talk about evaluation and about the philosophical skills they develop. Of the four (4) teachers interviewed, three (3) evaluate in line with the conception of philosophy teaching that they have and seek to accomplish in their classes. Thus, it is concluded that the results are very relevant and that the theme needs to be increasingly explored, in order to deepen and signal other reflections. |
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2019-02-12T12:29:46Z2019-02-12T12:29:46Z2018-08-29http://repositorio.ufsm.br/handle/1/15611The theme "Evaluation in philosophy" covered several moments of my academic trajectory and, in view of its relevance to teaching philosophy, motivated this master's research. This study was developed in the Postgraduate Program in Education of UFSM, based on the Line of Research School Practices and Public Policies (LP2).With this study we aim to identify and problematize conceptions and practices of evaluation of philosophy teachers; describe the different conceptions of evaluation produced in the area of education; present the theoretical and legal contributions on evaluation in philosophy; identify and problematize the daily confrontations of philosophy teachers in the evaluation processes; and to understand and problematize the way that philosophy teachers evaluate the philosophical skills of their students. The research was developed based on a philosophical study, which is understood as a problematizing study, having as support the authors dedicated to the theme of philosophy teaching: Lidia Maria Rodrigo (2009); Alejandro Cerletti (2009); Renata Aspis and Silvio Gallo (2009); Silvio Gallo (2008; 2012); Walter Kohan (2008) and Guillermo Obiols (2002). The materiality of the research were semi-structured interviews, developed with philosophy teachers from four (4) public high schools in Santa Maria. The criterion of choice was the highest average number of students per class in the city. The data produced from the interviews were grouped into preestablished categories: teaching methodologies; philosophical skills; teaching and learning in philosophy; evaluation concepts (with the subcategory: the evaluation feedback); and difficulties to evaluate in philosophy. As results we indicate that the teachers interviewed have a great difficulty to talk about evaluation and about the philosophical skills they develop. Of the four (4) teachers interviewed, three (3) evaluate in line with the conception of philosophy teaching that they have and seek to accomplish in their classes. Thus, it is concluded that the results are very relevant and that the theme needs to be increasingly explored, in order to deepen and signal other reflections.O tema “Avaliação em filosofia” percorreu diversos momentos da minha trajetória acadêmica e, em vista da sua relevância para o ensino de filosofia, motivou esta pesquisa de mestrado. O referido estudo foi desenvolvido no Programa de Pós Graduação em Educação da UFSM, com base na Linha de Pesquisa Práticas Escolares e Políticas Públicas (LP2). Com este estudo objetivamos identificar e problematizar concepções e práticas de avaliação de professores de filosofia; descrever as diferentes concepções de avaliação produzidas na área da educação; apresentar os aportes teóricos e legais sobre avaliação em filosofia; identificar e problematizar os enfrentamentos cotidianos de professores de filosofia nos processos de avaliação; e compreender e problematizar o modo como os professores de filosofia avaliam as habilidades filosóficas de seus alunos. A pesquisa foi desenvolvida com base num estudo filosófico, o qual se compreende como um estudo problematizador, tendo por sustentação os autores dedicados ao tema do ensino de filosofia: Lidia Maria Rodrigo (2009); Alejandro Cerletti (2009); Renata Aspis e Silvio Gallo (2009); Silvio Gallo (2008; 2012); Walter Kohan (2008) e Guillermo Obiols (2002). A materialidade da investigação foram entrevistas semiestruturadas, desenvolvidas com professores de filosofia de quatro (4) escolas públicas de ensino médio de Santa Maria. O critério de escolha foi a maior média de alunos por turma na cidade. Os dados produzidos a partir das entrevistas foram agrupados em categorias pré-estabelecidas: metodologias de ensino; habilidades filosóficas; ensino e aprendizagem de filosofia; concepções de avaliação (com a subcategoria: o feedback avaliativo); e dificuldades para avaliar em Filosofia. Como resultados indicamos que os professores entrevistados tem uma grande dificuldade de falar sobre avaliação e sobre habilidades filosóficas que desenvolvem. Dos quatro (4) professores entrevistados, três (3) avaliam em consonância com a concepção de ensino de filosofia que têm e buscam realizar em suas aulas. Assim, conclui-se que os resultados são bastante relevantes e que a temática necessita ser cada vez mais explorada, com o propósito de aprofundar e sinalizar outras reflexões.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAvaliaçãoFilosofiaConcepçõesEnsino médioEvaluationPhilosophyConceptionsHigh schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOAvaliação em filosofia: um estudo sobre concepções e práticas de professoresEvaluation in philosophy: a study on conceptions and practices of teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTomazetti, Elisete Medianeirahttp://lattes.cnpq.br/3942924352722374Salva, Suelihttp://lattes.cnpq.br/8144640957398714Mendonça, Samuelhttp://lattes.cnpq.br/6369572439782922http://lattes.cnpq.br/2466333390925995Pinto, Guilherme dos Santos700800000006600fb013dc0-4954-467f-ba4a-c04757300e98c53e3a19-17a1-4c39-8cfc-cad89fa85c799eed5dee-d3ee-4bf1-acf4-a27e5bcd3d85b65c795e-9530-4eaa-b692-f54c156eddcbreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2018_PINTO_GUILHERME.pdfDIS_PPGEDUCACAO_2018_PINTO_GUILHERME.pdfDissertação de Mestradoapplication/pdf1634203http://repositorio.ufsm.br/bitstream/1/15611/1/DIS_PPGEDUCACAO_2018_PINTO_GUILHERME.pdf6593f42382ceee1bf87844a40129f54fMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores |
dc.title.alternative.eng.fl_str_mv |
Evaluation in philosophy: a study on conceptions and practices of teachers |
title |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores |
spellingShingle |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores Pinto, Guilherme dos Santos Avaliação Filosofia Concepções Ensino médio Evaluation Philosophy Conceptions High school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores |
title_full |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores |
title_fullStr |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores |
title_full_unstemmed |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores |
title_sort |
Avaliação em filosofia: um estudo sobre concepções e práticas de professores |
author |
Pinto, Guilherme dos Santos |
author_facet |
Pinto, Guilherme dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Tomazetti, Elisete Medianeira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3942924352722374 |
dc.contributor.referee1.fl_str_mv |
Salva, Sueli |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8144640957398714 |
dc.contributor.referee2.fl_str_mv |
Mendonça, Samuel |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6369572439782922 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2466333390925995 |
dc.contributor.author.fl_str_mv |
Pinto, Guilherme dos Santos |
contributor_str_mv |
Tomazetti, Elisete Medianeira Salva, Sueli Mendonça, Samuel |
dc.subject.por.fl_str_mv |
Avaliação Filosofia Concepções Ensino médio |
topic |
Avaliação Filosofia Concepções Ensino médio Evaluation Philosophy Conceptions High school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Evaluation Philosophy Conceptions High school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The theme "Evaluation in philosophy" covered several moments of my academic trajectory and, in view of its relevance to teaching philosophy, motivated this master's research. This study was developed in the Postgraduate Program in Education of UFSM, based on the Line of Research School Practices and Public Policies (LP2).With this study we aim to identify and problematize conceptions and practices of evaluation of philosophy teachers; describe the different conceptions of evaluation produced in the area of education; present the theoretical and legal contributions on evaluation in philosophy; identify and problematize the daily confrontations of philosophy teachers in the evaluation processes; and to understand and problematize the way that philosophy teachers evaluate the philosophical skills of their students. The research was developed based on a philosophical study, which is understood as a problematizing study, having as support the authors dedicated to the theme of philosophy teaching: Lidia Maria Rodrigo (2009); Alejandro Cerletti (2009); Renata Aspis and Silvio Gallo (2009); Silvio Gallo (2008; 2012); Walter Kohan (2008) and Guillermo Obiols (2002). The materiality of the research were semi-structured interviews, developed with philosophy teachers from four (4) public high schools in Santa Maria. The criterion of choice was the highest average number of students per class in the city. The data produced from the interviews were grouped into preestablished categories: teaching methodologies; philosophical skills; teaching and learning in philosophy; evaluation concepts (with the subcategory: the evaluation feedback); and difficulties to evaluate in philosophy. As results we indicate that the teachers interviewed have a great difficulty to talk about evaluation and about the philosophical skills they develop. Of the four (4) teachers interviewed, three (3) evaluate in line with the conception of philosophy teaching that they have and seek to accomplish in their classes. Thus, it is concluded that the results are very relevant and that the theme needs to be increasingly explored, in order to deepen and signal other reflections. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-29 |
dc.date.accessioned.fl_str_mv |
2019-02-12T12:29:46Z |
dc.date.available.fl_str_mv |
2019-02-12T12:29:46Z |
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info:eu-repo/semantics/publishedVersion |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/15611 |
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http://repositorio.ufsm.br/handle/1/15611 |
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por |
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por |
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700800000006 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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