Avaliação da aprendizagem na educação física: um estudo com professores formadores
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16532 |
Resumo: | This thesis aimed at investigating the feelings and the meanings of the evaluation of school learning of the teachers graduated at the licentiate course in physical education. The research was made in a college, midsize city in São Paulo state, with teachers graduated at the licentiate course in physical education. It was based on the assumption that evaluative practices developed by the teachers on the formation course enabled to students experiences that had influenced on the construction of the future evaluative practices. The instruments for the data collection were a questionnaire and a semi-structured interview. The questionnaire, with 07 closed questions and 08 open questions, was inspired by researches on the learning evaluation in the context of higher education and applied to all teachers that minister classes in the licentiate course of physical education on the institution. The information of the questionnaire was used to analyze the meaning attributed by the graduated teachers to the evaluation of the school learning and also to the choice of the interviewees. The semi-structured interview has been realized with four teachers, which allowed us to get closer the feelings areas of these teachers in relation to the school learning evaluation, providing a deepening of the issues that permeate it. In light of the socio-historical psychology, whose theoretical foundations are based on historical-dialectical materialism, having the theoretical reference in Lev S. Vigotski, the data information have been grouped into pre-indicators, indicators and signification nucleus, where the last expressed the central points that showed the determination of the subjects. It was found that the teachers design the school learning evaluation as a diagnosis, used to detect the students difficulties and that the evaluative practices developed by the teachers have an formative role. The results also show that the teachers are concerned about the teacher formation of their students, being concerned in integrates the evaluative process with the teaching-learning process. In general, this study represented the possibility of thinking critically on evaluative process that are submitted the future teachers that will act in basic education, in the physical education discipline, which leads to the reflection about the formation of teachers. We conclude that, from the experiences lived in their initial formation course; it will create bases for the future teacher acting |
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Aguiar, Wanda Maria Junqueira dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4133337E4Cunha, Virginia Mara Próspero da2016-04-28T20:57:57Z2009-07-132009-06-05Cunha, Virginia Mara Próspero da. Learning evaluation in physical education: a study with graduated teachers. 2009. 283 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/16532This thesis aimed at investigating the feelings and the meanings of the evaluation of school learning of the teachers graduated at the licentiate course in physical education. The research was made in a college, midsize city in São Paulo state, with teachers graduated at the licentiate course in physical education. It was based on the assumption that evaluative practices developed by the teachers on the formation course enabled to students experiences that had influenced on the construction of the future evaluative practices. The instruments for the data collection were a questionnaire and a semi-structured interview. The questionnaire, with 07 closed questions and 08 open questions, was inspired by researches on the learning evaluation in the context of higher education and applied to all teachers that minister classes in the licentiate course of physical education on the institution. The information of the questionnaire was used to analyze the meaning attributed by the graduated teachers to the evaluation of the school learning and also to the choice of the interviewees. The semi-structured interview has been realized with four teachers, which allowed us to get closer the feelings areas of these teachers in relation to the school learning evaluation, providing a deepening of the issues that permeate it. In light of the socio-historical psychology, whose theoretical foundations are based on historical-dialectical materialism, having the theoretical reference in Lev S. Vigotski, the data information have been grouped into pre-indicators, indicators and signification nucleus, where the last expressed the central points that showed the determination of the subjects. It was found that the teachers design the school learning evaluation as a diagnosis, used to detect the students difficulties and that the evaluative practices developed by the teachers have an formative role. The results also show that the teachers are concerned about the teacher formation of their students, being concerned in integrates the evaluative process with the teaching-learning process. In general, this study represented the possibility of thinking critically on evaluative process that are submitted the future teachers that will act in basic education, in the physical education discipline, which leads to the reflection about the formation of teachers. We conclude that, from the experiences lived in their initial formation course; it will create bases for the future teacher actingNa presente tese, objetivou-se investigar os sentidos e significados da avaliação da aprendizagem escolar dos professores formadores do curso de licenciatura em Educação Física. A pesquisa realizou-se em uma instituição de ensino superior, no interior do Estado de São Paulo, com professores do curso de licenciatura em Educação Física. Partiu-se do pressuposto de que as práticas avaliativas desenvolvidas pelos professores nos cursos de formação possibilitavam aos alunos experiências que influenciariam na construção nas futuras práticas avaliativas. Os instrumentos de coleta de dados foram questionário e entrevista semi-estruturada. O questionário, com 07 questões fechadas e 08 questões abertas, foi inspirado em pesquisas realizadas sobre a avaliação da aprendizagem no contexto do ensino superior e aplicado a todos os professores que ministram aulas no curso de licenciatura em Educação Física da instituição. Os dados do questionário foram utilizados para analisarmos o significado atribuído pelos professores formadores à avaliação da aprendizagem escolar e também para a escolha dos entrevistados. A entrevista semi-estruturada foi realizada com quatro professores, o que permitiu nos aproximarmos das zonas de sentidos desses professores em relação à avaliação da aprendizagem escolar, proporcionando um aprofundamento das questões que a permeiam. À luz da psicologia sóciohistórica, cujas bases teóricas estão assentadas no materialismo históricodialético, tendo o referencial teórico em Lev S. Vigotski, os dados foram agrupados em pré-indicadores, indicadores e núcleos de significação, sendo que este último expressou os pontos centrais que revelaram as determinações dos sujeitos. Constatou-se que os professores concebem a avaliação da aprendizagem escolar como um diagnóstico, utilizada para detectar as dificuldades dos alunos e que as práticas avaliativas desenvolvidas pelos professores têm um papel formativo. Os resultados obtidos também nos mostram que os professores preocupam-se com a formação docente de seus alunos, preocupando-se em integrar o processo avaliativo ao processo de ensino-aprendizagem. Em linhas gerais, este estudo representou a possibilidade de pensarmos criticamente os processos avaliativos a que são submetidos os futuros docentes que atuarão na educação básica, na disciplina de Educação Física, o que leva à reflexão sobre a formação de professores. Concluímos que, a partir das experiências vivenciadas em seus cursos de formação inicial, serão criadas bases para a futura atuação docenteapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32744/Virginia%20Mara%20Prospero%20da%20Cunha.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaAvaliação da aprendizagemFormação de professoresEducação físicaEducacao fisica -- Estudo e ensinoProfessores de educacao fisica -- Formacao profissionalLearning evaluatingDocent graduationPhysical educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALAvaliação da aprendizagem na educação física: um estudo com professores formadoresLearning evaluation in physical education: a study with graduated teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTVirginia Mara Prospero da Cunha.pdf.txtVirginia Mara Prospero da Cunha.pdf.txtExtracted texttext/plain718111https://repositorio.pucsp.br/xmlui/bitstream/handle/16532/3/Virginia%20Mara%20Prospero%20da%20Cunha.pdf.txtdf6bfcb22f5339235e50c25ca27e2381MD53ORIGINALVirginia Mara Prospero da Cunha.pdfapplication/pdf1877208https://repositorio.pucsp.br/xmlui/bitstream/handle/16532/1/Virginia%20Mara%20Prospero%20da%20Cunha.pdff6788bf3d8c2a4e86956c21c259f26c9MD51THUMBNAILVirginia Mara Prospero da Cunha.pdf.jpgVirginia Mara Prospero da Cunha.pdf.jpgGenerated Thumbnailimage/jpeg3514https://repositorio.pucsp.br/xmlui/bitstream/handle/16532/2/Virginia%20Mara%20Prospero%20da%20Cunha.pdf.jpg478bea5e045ac0f09cc9651b85820b39MD52handle/165322022-04-27 16:37:00.532oai:repositorio.pucsp.br:handle/16532Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T19:37Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Avaliação da aprendizagem na educação física: um estudo com professores formadores |
dc.title.alternative.eng.fl_str_mv |
Learning evaluation in physical education: a study with graduated teachers |
title |
Avaliação da aprendizagem na educação física: um estudo com professores formadores |
spellingShingle |
Avaliação da aprendizagem na educação física: um estudo com professores formadores Cunha, Virginia Mara Próspero da Avaliação da aprendizagem Formação de professores Educação física Educacao fisica -- Estudo e ensino Professores de educacao fisica -- Formacao profissional Learning evaluating Docent graduation Physical education CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Avaliação da aprendizagem na educação física: um estudo com professores formadores |
title_full |
Avaliação da aprendizagem na educação física: um estudo com professores formadores |
title_fullStr |
Avaliação da aprendizagem na educação física: um estudo com professores formadores |
title_full_unstemmed |
Avaliação da aprendizagem na educação física: um estudo com professores formadores |
title_sort |
Avaliação da aprendizagem na educação física: um estudo com professores formadores |
author |
Cunha, Virginia Mara Próspero da |
author_facet |
Cunha, Virginia Mara Próspero da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Aguiar, Wanda Maria Junqueira de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4133337E4 |
dc.contributor.author.fl_str_mv |
Cunha, Virginia Mara Próspero da |
contributor_str_mv |
Aguiar, Wanda Maria Junqueira de |
dc.subject.por.fl_str_mv |
Avaliação da aprendizagem Formação de professores Educação física Educacao fisica -- Estudo e ensino Professores de educacao fisica -- Formacao profissional |
topic |
Avaliação da aprendizagem Formação de professores Educação física Educacao fisica -- Estudo e ensino Professores de educacao fisica -- Formacao profissional Learning evaluating Docent graduation Physical education CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Learning evaluating Docent graduation Physical education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
This thesis aimed at investigating the feelings and the meanings of the evaluation of school learning of the teachers graduated at the licentiate course in physical education. The research was made in a college, midsize city in São Paulo state, with teachers graduated at the licentiate course in physical education. It was based on the assumption that evaluative practices developed by the teachers on the formation course enabled to students experiences that had influenced on the construction of the future evaluative practices. The instruments for the data collection were a questionnaire and a semi-structured interview. The questionnaire, with 07 closed questions and 08 open questions, was inspired by researches on the learning evaluation in the context of higher education and applied to all teachers that minister classes in the licentiate course of physical education on the institution. The information of the questionnaire was used to analyze the meaning attributed by the graduated teachers to the evaluation of the school learning and also to the choice of the interviewees. The semi-structured interview has been realized with four teachers, which allowed us to get closer the feelings areas of these teachers in relation to the school learning evaluation, providing a deepening of the issues that permeate it. In light of the socio-historical psychology, whose theoretical foundations are based on historical-dialectical materialism, having the theoretical reference in Lev S. Vigotski, the data information have been grouped into pre-indicators, indicators and signification nucleus, where the last expressed the central points that showed the determination of the subjects. It was found that the teachers design the school learning evaluation as a diagnosis, used to detect the students difficulties and that the evaluative practices developed by the teachers have an formative role. The results also show that the teachers are concerned about the teacher formation of their students, being concerned in integrates the evaluative process with the teaching-learning process. In general, this study represented the possibility of thinking critically on evaluative process that are submitted the future teachers that will act in basic education, in the physical education discipline, which leads to the reflection about the formation of teachers. We conclude that, from the experiences lived in their initial formation course; it will create bases for the future teacher acting |
publishDate |
2009 |
dc.date.available.fl_str_mv |
2009-07-13 |
dc.date.issued.fl_str_mv |
2009-06-05 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:57:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Cunha, Virginia Mara Próspero da. Learning evaluation in physical education: a study with graduated teachers. 2009. 283 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16532 |
identifier_str_mv |
Cunha, Virginia Mara Próspero da. Learning evaluation in physical education: a study with graduated teachers. 2009. 283 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
url |
https://tede2.pucsp.br/handle/handle/16532 |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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