Processos de aprendizagem e avaliação à luz da BNCC-2018 e formação de professores

• Autor(a) principal: Conceição, Maria Helena Esteves da
• Data de Publicação: 2024
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/41457
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Formação humana integral do aluno; Integração dos processos de aprendizagem e avaliação; Formação de professores; Ensino Fundamental; Anos finais; Integral human formation of the student; Integration of learning and assessment processes; Teacher training; Elementary School; Final year

Researching learning and assessment processes in Basic Education in times of rapid change is a great challenge, however the possibility of adding knowledge to the scenario is pleasurable, mainly due to the social contribution in an educational curriculum. This research aims to analyze the extent to which learning and assessment processes are integrated into the daily life of a private school in the capital of São Paulo, seeking integral human training for students. The first chapter presents the legislative aspects, covers the historical scenario from the Constitution of the Federative Republic in Brazil to the promulgation of the BNCC-2018, promulgated in 2017 and which came into force in 2018. The chapter also covers, theoretically, the concept of formation of the student, with the contribution of educator Anísio Teixeira and the theoretical foundation of integral human formation Carl Rogers in Moreira (2022). The second chapter presents, also from a theoretical perspective, the epistemology involved in the integration of learning and assessment processes; presents, through the Systematic Literature Review, the knowledge built on the topic, as well as the contribution of authors such as Mizukami (1986), Bandura (1995), (Ostermann and Cavalcanti, 2010), Darling-Hammond, Bransford, 2020 ), Moreira (2022) and Masetto (2018, 2022) in the constitution of concepts about learning and assessment. The third chapter brings us to praxis – the application of the Common National Base in school procedures and the view of an educational manager from the researched segment – Elementary Education – final years, on such pedagogical procedures. In this chapter, the school's Pedagogical Proposal is analyzed into six skills used for student development, with the focus on identifying whether or not there is integration in the learning and assessment processes. With the conclusions obtained in this chapter, the investigation, which presented a qualitative approach based on theoretical research, brings us in the fourth chapter with clues for teachers so that their pedagogical practices always occur with integrated learning and evaluation processes and in search of human formation integral aspect of the student, which will also be demonstrated in an ontological process, when students develop pedagogical attitudes, those resulting from their learning aimed at a more supportive world and ethical coexistence. The investigation is not considered completed, as educational movements are complex and deserve constant attention, however, with this investigation, collaboration is expected in the learning and evaluation processes that, integrated, can contribute to the integral human formation of young students at the Elementary School – final years