Devolutiva e avalia????o formativa

Detalhes bibliográficos
Autor(a) principal: Oliveira, Walter Martins de
Data de Publicação: 2014
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/787
Resumo: The study focuses the return of the tests corrected and commented by the teacher as a learning tool. The research had as an object to verify if the returned tests corrected and commented by the teacher positively impacts on the teaching-learning process. The problematic that aroused this research was the observation that the most educators is fully dedicated on verifying and attributing grades and they give up the second stage which is the reorientation of knowledge and the replanning of the teachers and students. It had the hypothesis that the return of the tests corrected and commented by the teacher corroborates students?? learning. We accomplished a literature research and data collecting with students from two classes of Portuguese Language, of 8th grade of elementary school, cycle II, in state public school. It was conducted, moreover, a depth interview with two students from each class and their educators. For analysis and interpretation, it was used the category of dialogicity in Paulo Freire. The found results point to an appreciation of the devolutiva for both, students and teachers researched. They wave, the same way, for the two moments that contradict between themselves: a) the desire to change based on more democratic and dialogical initiatives and, on the other hand b) evaluation practices clearly classificatory and with emphasis on the grade, which should get on the test. In the expression of the learners, the devolutiva positively corroborates to the learning and, or, to get a good grade on the test. The interviewed educators demonstrated favorably about the importance of devolutiva, nevertheless, they are discordant in regard to the reaction of the students in test times. For the school educator of universe and control, the students trivialize such moments. On the other hand, the educator of the experimental universe school has a positive view, in other words, reveals that as the work is developed along the bimesters, through the devolutiva, the stress of the students decreases in times of tests. It s evident, therefore, the devolutiva as an important factor in the changes of conception evaluation and its practices, in view of the process of knowledge of the student and the formative action of the educator.
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spelling Rom??o, Jos?? Eust??quioCPF:00000000000http://lattes.cnpq.br/6041577120476064Mafra, Jason Ferreirahttp://lattes.cnpq.br/4615927541894124Coelho, Edgar PereiraCPF:00000000000http://lattes.cnpq.br/2412983438933780Santos, Jos?? Eduardo de Oliveirahttp://lattes.cnpq.br/4926332503684232CPF:00541101811http://lattes.cnpq.br/4428013411020468Oliveira, Walter Martins de2015-04-22T17:18:01Z2014-09-242014-03-28OLIVEIRA, Walter Martins de. Devolutiva e avalia????o formativa. 2014. 123 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2014.http://bibliotecatede.uninove.br/tede/handle/tede/787The study focuses the return of the tests corrected and commented by the teacher as a learning tool. The research had as an object to verify if the returned tests corrected and commented by the teacher positively impacts on the teaching-learning process. The problematic that aroused this research was the observation that the most educators is fully dedicated on verifying and attributing grades and they give up the second stage which is the reorientation of knowledge and the replanning of the teachers and students. It had the hypothesis that the return of the tests corrected and commented by the teacher corroborates students?? learning. We accomplished a literature research and data collecting with students from two classes of Portuguese Language, of 8th grade of elementary school, cycle II, in state public school. It was conducted, moreover, a depth interview with two students from each class and their educators. For analysis and interpretation, it was used the category of dialogicity in Paulo Freire. The found results point to an appreciation of the devolutiva for both, students and teachers researched. They wave, the same way, for the two moments that contradict between themselves: a) the desire to change based on more democratic and dialogical initiatives and, on the other hand b) evaluation practices clearly classificatory and with emphasis on the grade, which should get on the test. In the expression of the learners, the devolutiva positively corroborates to the learning and, or, to get a good grade on the test. The interviewed educators demonstrated favorably about the importance of devolutiva, nevertheless, they are discordant in regard to the reaction of the students in test times. For the school educator of universe and control, the students trivialize such moments. On the other hand, the educator of the experimental universe school has a positive view, in other words, reveals that as the work is developed along the bimesters, through the devolutiva, the stress of the students decreases in times of tests. It s evident, therefore, the devolutiva as an important factor in the changes of conception evaluation and its practices, in view of the process of knowledge of the student and the formative action of the educator.O estudo focaliza a devolutiva das provas corrigidas e comentadas pelo educador como instrumento de aprendizagem. A pesquisa teve como objeto verificar se a devolu????o de provas corrigidas e comentadas pelo educador impacta positivamente no processo de ensino-aprendizagem. A problem??tica que suscitou esta pesquisa foi a observa????o de que a maioria dos educadores se dedica integralmente ?? verifica????o e atribui????o de notas e abre m??o da segunda etapa que ?? a reorienta????o do conhecimento e o replanejamento docente e discente. Teve como hip??tese que a devolu????o de provas corrigidas e comentadas pelo educador corrobora a aprendizagem dos educandos. Realizou-se pesquisa bibliogr??fica e coleta de dados junto aos discentes de duas turmas da disciplina de L??ngua Portuguesa, do 8?? ano do ensino fundamental, do ciclo II, em escola p??blica estadual. Realizou-se, ademais, entrevistas em profundidade com dois educandos de cada turma e seus respectivos educadores. Para an??lise e interpreta????o, utilizou-se a categoria de dialogicidade em Paulo Freire. Os resultados encontrados apontam para uma valoriza????o da devolutiva tanto para os discentes quanto para os docentes pesquisados. Acenam, do mesmo modo, para dois momentos que se contraditam entre si: a) o desejo de mudan??a, alicer??ado em iniciativas mais democr??ticas e dial??gicas, e, por outro lado, b) pr??ticas avaliativas nitidamente classificat??rias e com ??nfase na nota, que se deve tirar na prova. Na express??o dos educandos, a devolutiva corrobora positivamente a aprendizagem e, ou, para tirar boa nota na prova. Os educadores entrevistados manifestaram-se favoravelmente quanto ?? import??ncia da devolutiva, contudo, s??o discordantes no que toca ?? rea????o dos educandos nos momentos de provas. Para o educador da escola de universo de controle, os discentes banalizam tais momentos. De outro lado, o educador da escola de universo experimental tem uma vis??o positiva, ou seja, revela que ?? medida que o trabalho se desenvolve ao longo dos bimestres, por meio da devolutiva, o estresse dos discentes diminui nos momentos de provas. Evidencia-se, portanto, a devolutiva como fator importante nas mudan??as de concep????o de avalia????o e de suas pr??ticas, em vista do processo de conhecimento do educando e da a????o formativa do educador.Made available in DSpace on 2015-04-22T17:18:01Z (GMT). No. of bitstreams: 1 Walter Martins de Oliveira.pdf: 1586465 bytes, checksum: 33d33096ed74aca641c79125351241ae (MD5) Previous issue date: 2014-03-28application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gest??o e Pr??ticas EducacionaisUninoveBREduca????oavalia????o da aprendizagemdevolutivaprovasavalia????o formativalearning evaluationdevolutivatestsformative evaluationCIENCIAS HUMANAS::EDUCACAODevolutiva e avalia????o formativainfo: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:UNINOVEORIGINALWalter Martins de Oliveira.pdfapplication/pdf1586465http://localhost:8080/tede/bitstream/tede/787/1/Walter+Martins+de+Oliveira.pdf33d33096ed74aca641c79125351241aeMD51tede/7872015-08-04 10:53:04.722oai:localhost:tede/787Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2015-08-04T13:53:04Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false
dc.title.por.fl_str_mv Devolutiva e avalia????o formativa
title Devolutiva e avalia????o formativa
spellingShingle Devolutiva e avalia????o formativa
Oliveira, Walter Martins de
avalia????o da aprendizagem
devolutiva
provas
avalia????o formativa
learning evaluation
devolutiva
tests
formative evaluation
CIENCIAS HUMANAS::EDUCACAO
title_short Devolutiva e avalia????o formativa
title_full Devolutiva e avalia????o formativa
title_fullStr Devolutiva e avalia????o formativa
title_full_unstemmed Devolutiva e avalia????o formativa
title_sort Devolutiva e avalia????o formativa
author Oliveira, Walter Martins de
author_facet Oliveira, Walter Martins de
author_role author
dc.contributor.advisor1.fl_str_mv Rom??o, Jos?? Eust??quio
dc.contributor.advisor1ID.fl_str_mv CPF:00000000000
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6041577120476064
dc.contributor.referee1.fl_str_mv Mafra, Jason Ferreira
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/4615927541894124
dc.contributor.referee2.fl_str_mv Coelho, Edgar Pereira
dc.contributor.referee2ID.fl_str_mv CPF:00000000000
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/2412983438933780
dc.contributor.referee3.fl_str_mv Santos, Jos?? Eduardo de Oliveira
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/4926332503684232
dc.contributor.authorID.fl_str_mv CPF:00541101811
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/4428013411020468
dc.contributor.author.fl_str_mv Oliveira, Walter Martins de
contributor_str_mv Rom??o, Jos?? Eust??quio
Mafra, Jason Ferreira
Coelho, Edgar Pereira
Santos, Jos?? Eduardo de Oliveira
dc.subject.por.fl_str_mv avalia????o da aprendizagem
devolutiva
provas
avalia????o formativa
topic avalia????o da aprendizagem
devolutiva
provas
avalia????o formativa
learning evaluation
devolutiva
tests
formative evaluation
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv learning evaluation
devolutiva
tests
formative evaluation
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The study focuses the return of the tests corrected and commented by the teacher as a learning tool. The research had as an object to verify if the returned tests corrected and commented by the teacher positively impacts on the teaching-learning process. The problematic that aroused this research was the observation that the most educators is fully dedicated on verifying and attributing grades and they give up the second stage which is the reorientation of knowledge and the replanning of the teachers and students. It had the hypothesis that the return of the tests corrected and commented by the teacher corroborates students?? learning. We accomplished a literature research and data collecting with students from two classes of Portuguese Language, of 8th grade of elementary school, cycle II, in state public school. It was conducted, moreover, a depth interview with two students from each class and their educators. For analysis and interpretation, it was used the category of dialogicity in Paulo Freire. The found results point to an appreciation of the devolutiva for both, students and teachers researched. They wave, the same way, for the two moments that contradict between themselves: a) the desire to change based on more democratic and dialogical initiatives and, on the other hand b) evaluation practices clearly classificatory and with emphasis on the grade, which should get on the test. In the expression of the learners, the devolutiva positively corroborates to the learning and, or, to get a good grade on the test. The interviewed educators demonstrated favorably about the importance of devolutiva, nevertheless, they are discordant in regard to the reaction of the students in test times. For the school educator of universe and control, the students trivialize such moments. On the other hand, the educator of the experimental universe school has a positive view, in other words, reveals that as the work is developed along the bimesters, through the devolutiva, the stress of the students decreases in times of tests. It s evident, therefore, the devolutiva as an important factor in the changes of conception evaluation and its practices, in view of the process of knowledge of the student and the formative action of the educator.
publishDate 2014
dc.date.available.fl_str_mv 2014-09-24
dc.date.issued.fl_str_mv 2014-03-28
dc.date.accessioned.fl_str_mv 2015-04-22T17:18:01Z
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dc.identifier.citation.fl_str_mv OLIVEIRA, Walter Martins de. Devolutiva e avalia????o formativa. 2014. 123 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2014.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/tede/handle/tede/787
identifier_str_mv OLIVEIRA, Walter Martins de. Devolutiva e avalia????o formativa. 2014. 123 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2014.
url http://bibliotecatede.uninove.br/tede/handle/tede/787
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