Avaliação com intencionalidade de aprendizagem: contribuições para a teoria da avaliação de programas e projetos sociais

• Autor(a) principal: Brandão, Daniel Braga
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9999
• topic: Programas e projetos sociais; Participação; Diálogo; Ética; Pergunta de avaliação; Indicadores; Administracao de projetos; Aprendizagem; Avaliacao; Evaluation; Social programs and projects; Learning; Participation; Dialogue; Ethic; Evaluation questions; Indicators; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work intends to stands learning as a central aspect to evaluations of social programs and projects. The study proposes an ethic perspective where learning should be enunciated as part of the evaluating being. The participatory evaluation it specially addressed to be considered the approach with essential conditions to promote learning among project or program stakeholders. The work discusses a proper learning theory to be assumed in evaluations at the same time that make strong relationships between evaluations process components and concepts from the educational field, with special attention to the work of Paulo Freire. The prior methodology used was a theorycal study followed by individual interviews with people experienced in evaluation. It is possible to conclude that participatory evaluations are able to create a learning environment, mediated by dialogue among stakeholders, which allow individuals to produce, reproduce and develop their lives, what can be considered as an ethic act. The evaluation questions and their indicators are associated with Paulo Freire s concepts, as well as it is possible to recognize the importance of the evaluator as the one responsible to create the adequate environment to an evaluation carry out it s learning intention