Avalia????o e progress??o continuada: educa????o na contram??o?

Detalhes bibliográficos
Autor(a) principal: Camur??a, Yonara de Albuquerque
Data de Publicação: 2016
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/1401
Resumo: The Law of Directives and Bases of Education no. 9.394 (1996) instituted the restructuring of the educational system of basic education in Brazil, proposing an overhaul in school evaluation practice and suitability for the regime of cycles and continued progression in public schools, which replaced approval/disapproval system that valued the grade as learning indicator. This research addresses the evaluation with emphasis on the regime of continued progression, suggested in legislation and implemented in S??o Paulo since 1998. The objectives of this work are: to understand the vision of teachers in relation to the evaluative practice proposed in the continued progression system; relate teaching practices to what is required by law; identify the changes brought about by the regime of continued progression for the pedagogical work in cycle II of elementary school. Bibliographical and field surveys were carried out; teachers of public schools working under the regime of continued progression were interviewed because they are considered important actors in the educational process in which they are directly involved. The research points as its theoretical base two axes: the complex thought of Edgar Morin, that understands the evaluative action as a dynamic and ongoing process, in which are considered fundamental aspects of human development; and evaluative conceptions of the authors Jussara Hoffmann, Cipriano Luckesi, Ana Maria Saul and Jos?? Eust??quio Rom??o. The interviews were analyzed according to the categories of complex thinking: the idea of reconnection; the dialogic, recursive and hologramatic principles; strategy and program; the ecology of action; and mutual and interrelated causality. Research demonstrated the strong presence of culture in the evaluation process, since the ways of thinking and acting, both for teachers and students are still rooted in the ancient evaluating practice, making it difficult for the regime of continued progression to perform the function that aims to improve the quality of education.
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spelling Almeida, Cleide Rita Silv??rio dehttp://lattes.cnpq.br/8590883289472447Almeida, Cleide Rita Silv??rio dehttp://lattes.cnpq.br/8590883289472447Dias, Elaine Teresinha Dal Mashttp://lattes.cnpq.br/8845723150146930Almeida, Julio Gomeshttp://lattes.cnpq.br/2354972256571417Lorieri, Marcos Ant??niohttp://lattes.cnpq.br/2474684049522416http://lattes.cnpq.br/5282813683635653Camur??a, Yonara de Albuquerque2016-06-09T14:59:20Z2016-03-31Camur??a, Yonara de Albuquerque. Avalia????o e progress??o continuada: educa????o na contram??o?. 2016. 120 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1401The Law of Directives and Bases of Education no. 9.394 (1996) instituted the restructuring of the educational system of basic education in Brazil, proposing an overhaul in school evaluation practice and suitability for the regime of cycles and continued progression in public schools, which replaced approval/disapproval system that valued the grade as learning indicator. This research addresses the evaluation with emphasis on the regime of continued progression, suggested in legislation and implemented in S??o Paulo since 1998. The objectives of this work are: to understand the vision of teachers in relation to the evaluative practice proposed in the continued progression system; relate teaching practices to what is required by law; identify the changes brought about by the regime of continued progression for the pedagogical work in cycle II of elementary school. Bibliographical and field surveys were carried out; teachers of public schools working under the regime of continued progression were interviewed because they are considered important actors in the educational process in which they are directly involved. The research points as its theoretical base two axes: the complex thought of Edgar Morin, that understands the evaluative action as a dynamic and ongoing process, in which are considered fundamental aspects of human development; and evaluative conceptions of the authors Jussara Hoffmann, Cipriano Luckesi, Ana Maria Saul and Jos?? Eust??quio Rom??o. The interviews were analyzed according to the categories of complex thinking: the idea of reconnection; the dialogic, recursive and hologramatic principles; strategy and program; the ecology of action; and mutual and interrelated causality. Research demonstrated the strong presence of culture in the evaluation process, since the ways of thinking and acting, both for teachers and students are still rooted in the ancient evaluating practice, making it difficult for the regime of continued progression to perform the function that aims to improve the quality of education.La ley de directrices y Bases de educaci??n no. 9394 inici?? la reestructuraci??n del sistema educativo en el a??o 1996, proponiendo una modernizaci??n en la escuela de pr??ctica y una evaluaci??n de aptitud para el r??gimen de continua progresi??n y ciclos (RPC) en las escuelas p??blicas, sustituyendo la aprobaci??n y la desaprobaci??n, que valoraba la nota como un indicador de aprendizaje. Esta investigaci??n aborda la evaluaci??n, con ??nfasis en el r??gimen de progresi??n continua, sugiri?? la legislaci??n y ejecuci??n en el estado de S??o Paulo desde 1998. Los objetivos de este trabajo son: conocer la visi??n de los docentes en la propuesta de la pr??ctica evaluativa en el r??gimen de progresi??n continua; se relacionan con las pr??cticas de ense??anza a lo dispuesto en la legislaci??n; identificar los cambios provocados por el r??gimen de continua progresi??n para el trabajo pedag??gico en el ciclo b??sico II. B??squedas bibliogr??ficas se llevaron a cabo y en el campo, apoy??ndose en entrevistas de los docentes de las escuelas estatales que operan con el r??gimen de continua progresi??n en este nivel de educaci??n, porque se consideran importantes actores en el proceso educativo, en que est??n directamente involucrados. La investigaci??n se??ala c??mo te??rico ejes de base dos: el complejo pensado de Edgar Morin, para pensar la acci??n evaluativa como un proceso din??mico y continuo, en el que se consideran elementos fundamentales en la formaci??n humana; y los conceptos evaluativos de autores Jussara Hoffmann, Cipriano Luckesi, Ana Maria Saul y Jos?? Eust??quio Rom??o. Las entrevistas fueron analizadas seg??n las categor??as del pensamiento: la idea de modificar el cableado complejo; Principios de la dial??gicas, recursiva y hologram??tica; estrategia y programa; la ecolog??a de la acci??n; y causalidad mutua interrelacionada. Investigaciones han demostrado la fuerte presencia de la cultura en el proceso de evaluaci??n, desde las maneras de pensar y actuar, tanto docentes como estudiantes, todav??a est??n arraigadas en la antigua pr??ctica de evaluar, lo que la RPC realiza la funci??n que apunta a una mejora en la calidad de la educaci??n.A Lei de Diretrizes e Bases da Educa????o n?? 9.394 instituiu, no ano de 1996, a reestrutura????o do sistema educacional do ensino fundamental no Brasil, propondo uma reformula????o na pr??tica avaliativa escolar e uma adequa????o para o regime de ciclos e de progress??o continuada nas escolas p??blicas, ao substituir a aprova????o e reprova????o, que valorizava a nota como indicador de aprendizagem. Esta pesquisa aborda a avalia????o, com ??nfase no regime de progress??o continuada, sugerida na legisla????o e implantada no estado de S??o Paulo a partir de 1998. Os objetivos deste trabalho s??o: compreender a vis??o dos professores em rela????o ?? pr??tica avaliativa proposta no regime de progress??o continuada; relacionar as pr??ticas docentes ao que est?? previsto na legisla????o; identificar as altera????es trazidas pelo regime de progress??o continuada para o trabalho pedag??gico no ensino fundamental Ciclo II. Foram realizadas pesquisas bibliogr??fica e de campo, contando com entrevistas de professores de escolas da rede estadual que atuam com o regime de progress??o continuada nesse n??vel de ensino, por serem considerados atores importantes no processo educacional, no qual est??o diretamente envolvidos. A pesquisa aponta como base te??rica dois eixos: o pensamento complexo de Edgar Morin, por pensar a a????o avaliativa como um processo din??mico e constante, em que se consideram aspectos fundamentais na forma????o humana; e as concep????es avaliativas dos autores Jussara Hoffmann, Cipriano Luckesi, Ana Maria Saul e Jos?? Eust??quio Rom??o. As entrevistas foram analisadas de acordo com as categorias do pensamento complexo: a ideia de religa????o; os princ??pios dial??gico, recursivo e hologram??tico; estrat??gia e programa; a ecologia da a????o; e causalidade m??tua inter-relacionada. A pesquisa mostrou a forte presen??a da cultura no processo avaliativo, visto que os modos de pensar e agir, tanto de professores quanto de alunos, ainda se encontram enraizados na antiga pr??tica de avaliar, dificultando que o regime de progress??o continuada desempenhe a fun????o que visa ?? melhoria da qualidade do ensino.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T14:59:20Z No. of bitstreams: 1 Yonara De Albuquerque Camurca.pdf: 1311996 bytes, checksum: 1d0a23afe5fbfdbb3a277b0f8422710a (MD5)Made available in DSpace on 2016-06-09T14:59:20Z (GMT). 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dc.title.por.fl_str_mv Avalia????o e progress??o continuada: educa????o na contram??o?
dc.title.alternative.eng.fl_str_mv Evaluation and continued progression: education on the wrong way?
dc.title.alternative.spa.fl_str_mv Evaluaci??n y progresi??n continuada: educaci??n en la contramano?
title Avalia????o e progress??o continuada: educa????o na contram??o?
spellingShingle Avalia????o e progress??o continuada: educa????o na contram??o?
Camur??a, Yonara de Albuquerque
avalia????o
regime de progress??o continuada
pr??tica pedag??gica
aprendizagem
evaluation
regime of continued progression
pedagogical practice
learning
evaluaci??n
r??gimen de progresi??n continua
pr??ctica pedag??gica
aprendizaje
CIENCIAS HUMANAS::EDUCACAO
title_short Avalia????o e progress??o continuada: educa????o na contram??o?
title_full Avalia????o e progress??o continuada: educa????o na contram??o?
title_fullStr Avalia????o e progress??o continuada: educa????o na contram??o?
title_full_unstemmed Avalia????o e progress??o continuada: educa????o na contram??o?
title_sort Avalia????o e progress??o continuada: educa????o na contram??o?
author Camur??a, Yonara de Albuquerque
author_facet Camur??a, Yonara de Albuquerque
author_role author
dc.contributor.advisor1.fl_str_mv Almeida, Cleide Rita Silv??rio de
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8590883289472447
dc.contributor.referee1.fl_str_mv Almeida, Cleide Rita Silv??rio de
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/8590883289472447
dc.contributor.referee2.fl_str_mv Dias, Elaine Teresinha Dal Mas
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/8845723150146930
dc.contributor.referee3.fl_str_mv Almeida, Julio Gomes
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/2354972256571417
dc.contributor.referee4.fl_str_mv Lorieri, Marcos Ant??nio
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/2474684049522416
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/5282813683635653
dc.contributor.author.fl_str_mv Camur??a, Yonara de Albuquerque
contributor_str_mv Almeida, Cleide Rita Silv??rio de
Almeida, Cleide Rita Silv??rio de
Dias, Elaine Teresinha Dal Mas
Almeida, Julio Gomes
Lorieri, Marcos Ant??nio
dc.subject.por.fl_str_mv avalia????o
regime de progress??o continuada
pr??tica pedag??gica
aprendizagem
topic avalia????o
regime de progress??o continuada
pr??tica pedag??gica
aprendizagem
evaluation
regime of continued progression
pedagogical practice
learning
evaluaci??n
r??gimen de progresi??n continua
pr??ctica pedag??gica
aprendizaje
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv evaluation
regime of continued progression
pedagogical practice
learning
dc.subject.spa.fl_str_mv evaluaci??n
r??gimen de progresi??n continua
pr??ctica pedag??gica
aprendizaje
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The Law of Directives and Bases of Education no. 9.394 (1996) instituted the restructuring of the educational system of basic education in Brazil, proposing an overhaul in school evaluation practice and suitability for the regime of cycles and continued progression in public schools, which replaced approval/disapproval system that valued the grade as learning indicator. This research addresses the evaluation with emphasis on the regime of continued progression, suggested in legislation and implemented in S??o Paulo since 1998. The objectives of this work are: to understand the vision of teachers in relation to the evaluative practice proposed in the continued progression system; relate teaching practices to what is required by law; identify the changes brought about by the regime of continued progression for the pedagogical work in cycle II of elementary school. Bibliographical and field surveys were carried out; teachers of public schools working under the regime of continued progression were interviewed because they are considered important actors in the educational process in which they are directly involved. The research points as its theoretical base two axes: the complex thought of Edgar Morin, that understands the evaluative action as a dynamic and ongoing process, in which are considered fundamental aspects of human development; and evaluative conceptions of the authors Jussara Hoffmann, Cipriano Luckesi, Ana Maria Saul and Jos?? Eust??quio Rom??o. The interviews were analyzed according to the categories of complex thinking: the idea of reconnection; the dialogic, recursive and hologramatic principles; strategy and program; the ecology of action; and mutual and interrelated causality. Research demonstrated the strong presence of culture in the evaluation process, since the ways of thinking and acting, both for teachers and students are still rooted in the ancient evaluating practice, making it difficult for the regime of continued progression to perform the function that aims to improve the quality of education.
publishDate 2016
dc.date.accessioned.fl_str_mv 2016-06-09T14:59:20Z
dc.date.issued.fl_str_mv 2016-03-31
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dc.identifier.citation.fl_str_mv Camur??a, Yonara de Albuquerque. Avalia????o e progress??o continuada: educa????o na contram??o?. 2016. 120 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/1401
identifier_str_mv Camur??a, Yonara de Albuquerque. Avalia????o e progress??o continuada: educa????o na contram??o?. 2016. 120 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.
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dc.publisher.none.fl_str_mv Universidade Nove de Julho
dc.publisher.program.fl_str_mv Programa de P??s-Gradua????o em Educa????o
dc.publisher.initials.fl_str_mv UNINOVE
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Educa????o
publisher.none.fl_str_mv Universidade Nove de Julho
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