Practicas de evaluación en la enseñanza y cultura escolar
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Publication Date: | 2007 |
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Format: | Article |
Language: | por |
Source: | Paidéia (Ribeirão Preto. Online) |
Download full: | https://www.revistas.usp.br/paideia/article/view/6445 |
Summary: | The LDB 9.394/96, Lei de Diretrizes e Bases da Educação Nacional (Directives and Basis for the National Education), introduced important modifications in the organization and assessment practices adopted in Brazilian schools. In this context, the purpose of this study was to investigate the assessment practices that shape school culture and its ethos and also how these values give basis to and guide the pedagogical work. Considering the aims proposed, the qualitative investigation was used as a methodological support. The study was conducted in three state public elementary schools involving teachers, pedagogical coordinators and direction. The results indicate that there is a predominance of practices grounded on a sequencial system instead of a progressive one. Values associated to a selective school function and movements of resistance and of adjustment to the new purposes were noticed as follows: informal handling of student class transfers, precarious ordination of the assessments and the establishment. |
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Practicas de evaluación en la enseñanza y cultura escolar Assessment practices in elementary education and school culture Práticas avaliativas no ensino fundamental e cultura escolar Avaliação educacionalEducação básicaCultura escolarEvaluación educacionalEducación básicaCultura escolarEducational assessmentElementary educationSchool culture The LDB 9.394/96, Lei de Diretrizes e Bases da Educação Nacional (Directives and Basis for the National Education), introduced important modifications in the organization and assessment practices adopted in Brazilian schools. In this context, the purpose of this study was to investigate the assessment practices that shape school culture and its ethos and also how these values give basis to and guide the pedagogical work. Considering the aims proposed, the qualitative investigation was used as a methodological support. The study was conducted in three state public elementary schools involving teachers, pedagogical coordinators and direction. The results indicate that there is a predominance of practices grounded on a sequencial system instead of a progressive one. Values associated to a selective school function and movements of resistance and of adjustment to the new purposes were noticed as follows: informal handling of student class transfers, precarious ordination of the assessments and the establishment. La LDB 9.394/96, Lei de Diretrizes e Bases da Educação Nacional (Ley de Directrices y Bases de la Educación Nacional), al proponer la organización de la enseñanza en ciclos y el régimen de progresión continua, introduce importantes cambios en la organización escolar y en las prácticas de evaluación adoptadas por escuelas brasileñas. En ese contexto, los objetivos de la investigación fueron investigar las prácticas de evaluación que configuran la cultura y el ethos escolares y como esos valores fundamentan y orientan el trabajo pedagógico. De acuerdo con los objetivos propuestos, se ha adoptado el referencial teórico-metodológico de la pesquisa cualitativa. El estudio se ha realizado en tres escuelas de enseñanza fundamental del estado de São Paulo con profesores, personal de coordinación pedagógica y dirección. Los resultados permiten concluir que hay predominancia de prácticas fundadas en el sistema de enseñanza serial. Se han observado valores asociados a la función selectiva de la escuela y movimientos de resistencia y de acomodación a las nuevas medidas, como: reacomodaciones informales de alumnos y precariedad en la formalización de las evaluaciones. A Lei de Diretrizes e Bases da Educação Nacional 9394/96, ao propor a organização do ensino em ciclos e o regime de progressão continuada, introduz importantes modificações na organização escolar e nas práticas de avaliação adotadas nas escolas brasileiras. Nessa perspectiva, os objetivos desta pesquisa foram: investigar as práticas avaliativas que configuram a cultura e o ethos escolares e como esses valores fundamentam e orientam o trabalho pedagógico. Considerando os objetivos propostos, foi adotado referencial teórico-metodológico da pesquisa qualitativa. O estudo foi realizado em três escolas de ensino fundamental da rede estadual paulista junto a professores, equipe pedagógica e direção. Os resultados permitem concluir que há predominância de práticas fundadas no sistema de ensino seriado. Foram observados valores associados à função seletiva da escola e movimentos de resistência e ajustamento às novas medidas, como: remanejamentos informais de alunos, precariedade na formalização das avaliações. Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2007-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/644510.1590/S0103-863X2007000300009Paidéia (Ribeirão Preto); v. 17 n. 38 (2007); 389-402 Paidéia (Ribeirão Preto); Vol. 17 No. 38 (2007); 389-402 Paidéia (Ribeirão Preto); Vol. 17 Núm. 38 (2007); 389-402 1982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/paideia/article/view/6445/7916Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessCianflone, Ana Raquel LucatoAndrade, Érika Natacha Fernandes de2012-05-01T03:04:45Zoai:revistas.usp.br:article/6445Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-05-01T03:04:45Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Practicas de evaluación en la enseñanza y cultura escolar Assessment practices in elementary education and school culture Práticas avaliativas no ensino fundamental e cultura escolar |
title |
Practicas de evaluación en la enseñanza y cultura escolar |
spellingShingle |
Practicas de evaluación en la enseñanza y cultura escolar Cianflone, Ana Raquel Lucato Avaliação educacional Educação básica Cultura escolar Evaluación educacional Educación básica Cultura escolar Educational assessment Elementary education School culture |
title_short |
Practicas de evaluación en la enseñanza y cultura escolar |
title_full |
Practicas de evaluación en la enseñanza y cultura escolar |
title_fullStr |
Practicas de evaluación en la enseñanza y cultura escolar |
title_full_unstemmed |
Practicas de evaluación en la enseñanza y cultura escolar |
title_sort |
Practicas de evaluación en la enseñanza y cultura escolar |
author |
Cianflone, Ana Raquel Lucato |
author_facet |
Cianflone, Ana Raquel Lucato Andrade, Érika Natacha Fernandes de |
author_role |
author |
author2 |
Andrade, Érika Natacha Fernandes de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cianflone, Ana Raquel Lucato Andrade, Érika Natacha Fernandes de |
dc.subject.por.fl_str_mv |
Avaliação educacional Educação básica Cultura escolar Evaluación educacional Educación básica Cultura escolar Educational assessment Elementary education School culture |
topic |
Avaliação educacional Educação básica Cultura escolar Evaluación educacional Educación básica Cultura escolar Educational assessment Elementary education School culture |
description |
The LDB 9.394/96, Lei de Diretrizes e Bases da Educação Nacional (Directives and Basis for the National Education), introduced important modifications in the organization and assessment practices adopted in Brazilian schools. In this context, the purpose of this study was to investigate the assessment practices that shape school culture and its ethos and also how these values give basis to and guide the pedagogical work. Considering the aims proposed, the qualitative investigation was used as a methodological support. The study was conducted in three state public elementary schools involving teachers, pedagogical coordinators and direction. The results indicate that there is a predominance of practices grounded on a sequencial system instead of a progressive one. Values associated to a selective school function and movements of resistance and of adjustment to the new purposes were noticed as follows: informal handling of student class transfers, precarious ordination of the assessments and the establishment. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-12-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/paideia/article/view/6445 10.1590/S0103-863X2007000300009 |
url |
https://www.revistas.usp.br/paideia/article/view/6445 |
identifier_str_mv |
10.1590/S0103-863X2007000300009 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/paideia/article/view/6445/7916 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Paidéia (Ribeirão Preto) info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Paidéia (Ribeirão Preto) |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto |
dc.source.none.fl_str_mv |
Paidéia (Ribeirão Preto); v. 17 n. 38 (2007); 389-402 Paidéia (Ribeirão Preto); Vol. 17 No. 38 (2007); 389-402 Paidéia (Ribeirão Preto); Vol. 17 Núm. 38 (2007); 389-402 1982-4327 0103-863X reponame:Paidéia (Ribeirão Preto. Online) instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Paidéia (Ribeirão Preto. Online) |
collection |
Paidéia (Ribeirão Preto. Online) |
repository.name.fl_str_mv |
Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||paideia@usp.br |
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1800221831223836672 |