Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation

Detalhes bibliográficos
Autor(a) principal: Aparecida de Almeida, Gizele
Data de Publicação: 2022
Outros Autores: Hoffert Castro Cruz, Luciana, Layane Gomes, Larissa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Eletrônica Pesquiseduca
Texto Completo: https://periodicos.unisantos.br/pesquiseduca/article/view/1235
Resumo: This article derives from part of a master's research, defended in 2021, through the MPEC program, at the Federal University of Ouro Preto, which aimed to describe and analyze how the process of elaboration of written assessments for students with Disorder takes place. Attention Deficit with Hyperactivity, inserted in Elementary School II. Therefore, the focus of the study was defined as school evaluation in the context of Inclusive Education and, as an object of study, the analysis of processes and strategies for the development of written evaluations adapted to the specificities of these students. As a theoretical base, the works of Philippe Perrenoud were used, whose theoretical richness in relation to the “Pedagogy of differences” and the conception of evaluation methods constitutes a justification for the elaboration of an article that contemplated a relevant theme.
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spelling Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation Algumas contribuições de Philippe Perrenoud relativas à “Pedagogia das Diferenças”e aos princípios e práticas da avaliação escolar Palabras clave: Evaluación escolar. Pedagogía de las diferencias. Educación inclusiva. Philippe Perrenoud. Escolar d'AvaliaçãoPédagogie das diferençasEducação InclusivaPhilippe Perrenoud School evaluationPedagogy of differencesInclusive educationPhilippe PerrenoudAvaliação escolarPedagogia das diferençasEducação InclusivaPhilippe PerrenoudThis article derives from part of a master's research, defended in 2021, through the MPEC program, at the Federal University of Ouro Preto, which aimed to describe and analyze how the process of elaboration of written assessments for students with Disorder takes place. Attention Deficit with Hyperactivity, inserted in Elementary School II. Therefore, the focus of the study was defined as school evaluation in the context of Inclusive Education and, as an object of study, the analysis of processes and strategies for the development of written evaluations adapted to the specificities of these students. As a theoretical base, the works of Philippe Perrenoud were used, whose theoretical richness in relation to the “Pedagogy of differences” and the conception of evaluation methods constitutes a justification for the elaboration of an article that contemplated a relevant theme.Este artículo deriva de parte de una investigación de maestría, defendida en 2021, a través del programa MPEC, en la Universidad Federal de Ouro Preto, que tuvo como objetivo describir y analizar cómo se desarrolla el proceso de elaboración de evaluaciones escritas para estudiantes con Trastorno. con Hiperactividad, inserto en la Escuela Primaria II. Por tanto, el enfoque del estudio se definió como la evaluación escolar en el contexto de la Educación Integrada y, como objeto de estudio, el análisis de procesos y estrategias para el desarrollo de evaluaciones escritas adaptadas a las especificidades de estos estudiantes. Como base teórica se utilizaron los trabajos de Philippe Perrenoud, cuya riqueza teórica en relación a la “Pedagogía de las diferencias” y la concepción de los métodos de evaluación constituye una justificación para la elaboración de un artículo que contempló un tema relevante.Cet article découle d'une partie d'une recherche de maîtrise, soutenue en 2021, dans le cadre du programme MPEC, à l'Université fédérale d'Ouro Preto, qui visait à décrire et à analyser comment le processus de préparation des évaluations écrites pour les étudiants atteints de trouble déficitaire de l'attention avec hyperactivité , inséré dans l'école élémentaire II. Par conséquent, l'objectif de l'étude a été défini comme l'évaluation scolaire dans le contexte de l'éducation inclusive et, comme objet d'étude, l'analyse des processus et des stratégies pour le développement d'évaluations écrites adaptées aux spécificités de ces élèves. Comme base théorique, les travaux de Philippe Perrenoud ont été utilisés, dont la richesse théorique par rapport à la « Pédagogie des différences » et à la conception des méthodes d'évaluation constitue une justification à l'élaboration d'un article qui envisageait un thème pertinent.Este artigo deriva de parte de uma pesquisa de mestrado, defendida em 2021, por meio do programa MPEC, da Universidade Federal de Ouro Preto, na qual se objetivou descrever e analisar como se dá o processo de elaboração das avaliações escritas para alunos com Transtorno do Déficit de Atenção com Hiperatividade, inseridos no Ensino Fundamental II. Para tanto, definiu-se como foco do estudo a avaliação escolar no âmbito da Educação Inclusiva e, como objeto de estudo, a análise dos processos e estratégias de elaboração de avaliações escritas adaptadas às especificidades desses alunos. Como referencial teórico de base, foram utilizadas as obras de Philippe Perrenoud, cuja riqueza teórica em relação à “Pedagogia das diferenças” e à concepção dos métodos avaliativos configura-se como justificativa para a elaboração de um artigo que contemplasse relevante temática.EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos2022-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://periodicos.unisantos.br/pesquiseduca/article/view/123510.58422/repesq.2022.e1235REVISTA ELETRÔNICA PESQUISEDUCA; v. 14 n. 35 (2022): Políticas Educacionais e Formação Docente; 635-6592177-1626reponame:Revista Eletrônica Pesquiseducainstname:Universidade Católica de Santos (UNISANTOS)instacron:EDULporhttps://periodicos.unisantos.br/pesquiseduca/article/view/1235/1049https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAparecida de Almeida, GizeleHoffert Castro Cruz, LucianaLayane Gomes, Larissa2023-06-20T19:19:37Zoai:ojs.periodicos.unisantos.br:article/1235Revistahttps://periodicos.unisantos.br/pesquiseduca/indexPRIhttps://periodicos.unisantos.br/pesquiseduca/oai||pesquiseduca@unisantos.br2177-16262177-1626opendoar:2023-06-20T19:19:37Revista Eletrônica Pesquiseduca - Universidade Católica de Santos (UNISANTOS)false
dc.title.none.fl_str_mv Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
Algumas contribuições de Philippe Perrenoud relativas à “Pedagogia das Diferenças”e aos princípios e práticas da avaliação escolar
title Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
spellingShingle Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
Aparecida de Almeida, Gizele
Palabras clave: Evaluación escolar. Pedagogía de las diferencias. Educación inclusiva. Philippe Perrenoud.
Escolar d'Avaliação
Pédagogie das diferenças
Educação Inclusiva
Philippe Perrenoud
School evaluation
Pedagogy of differences
Inclusive education
Philippe Perrenoud
Avaliação escolar
Pedagogia das diferenças
Educação Inclusiva
Philippe Perrenoud
title_short Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
title_full Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
title_fullStr Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
title_full_unstemmed Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
title_sort Some contributions by Philippe Perrenoud regarding in “Pedagogy of Differences” and the principles and practices of school evaluation
author Aparecida de Almeida, Gizele
author_facet Aparecida de Almeida, Gizele
Hoffert Castro Cruz, Luciana
Layane Gomes, Larissa
author_role author
author2 Hoffert Castro Cruz, Luciana
Layane Gomes, Larissa
author2_role author
author
dc.contributor.author.fl_str_mv Aparecida de Almeida, Gizele
Hoffert Castro Cruz, Luciana
Layane Gomes, Larissa
dc.subject.por.fl_str_mv Palabras clave: Evaluación escolar. Pedagogía de las diferencias. Educación inclusiva. Philippe Perrenoud.
Escolar d'Avaliação
Pédagogie das diferenças
Educação Inclusiva
Philippe Perrenoud
School evaluation
Pedagogy of differences
Inclusive education
Philippe Perrenoud
Avaliação escolar
Pedagogia das diferenças
Educação Inclusiva
Philippe Perrenoud
topic Palabras clave: Evaluación escolar. Pedagogía de las diferencias. Educación inclusiva. Philippe Perrenoud.
Escolar d'Avaliação
Pédagogie das diferenças
Educação Inclusiva
Philippe Perrenoud
School evaluation
Pedagogy of differences
Inclusive education
Philippe Perrenoud
Avaliação escolar
Pedagogia das diferenças
Educação Inclusiva
Philippe Perrenoud
description This article derives from part of a master's research, defended in 2021, through the MPEC program, at the Federal University of Ouro Preto, which aimed to describe and analyze how the process of elaboration of written assessments for students with Disorder takes place. Attention Deficit with Hyperactivity, inserted in Elementary School II. Therefore, the focus of the study was defined as school evaluation in the context of Inclusive Education and, as an object of study, the analysis of processes and strategies for the development of written evaluations adapted to the specificities of these students. As a theoretical base, the works of Philippe Perrenoud were used, whose theoretical richness in relation to the “Pedagogy of differences” and the conception of evaluation methods constitutes a justification for the elaboration of an article that contemplated a relevant theme.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unisantos.br/pesquiseduca/article/view/1235
10.58422/repesq.2022.e1235
url https://periodicos.unisantos.br/pesquiseduca/article/view/1235
identifier_str_mv 10.58422/repesq.2022.e1235
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unisantos.br/pesquiseduca/article/view/1235/1049
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos
publisher.none.fl_str_mv EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos
dc.source.none.fl_str_mv REVISTA ELETRÔNICA PESQUISEDUCA; v. 14 n. 35 (2022): Políticas Educacionais e Formação Docente; 635-659
2177-1626
reponame:Revista Eletrônica Pesquiseduca
instname:Universidade Católica de Santos (UNISANTOS)
instacron:EDUL
instname_str Universidade Católica de Santos (UNISANTOS)
instacron_str EDUL
institution EDUL
reponame_str Revista Eletrônica Pesquiseduca
collection Revista Eletrônica Pesquiseduca
repository.name.fl_str_mv Revista Eletrônica Pesquiseduca - Universidade Católica de Santos (UNISANTOS)
repository.mail.fl_str_mv ||pesquiseduca@unisantos.br
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