Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9046 |
Resumo: | The research analyzes the configuration of the scientific field of educational evaluation in Brazil in the 1980s, starting with the identification of Brazilian authors who helped to construct this field and their respective theoretical contributions on the subject in question. The 1980s were particularly rich for the organization of the Brazilian educational field, especially for evaluation, as it was a period in which the first systematized evaluation experiences for education in the country were formulated (Edurural / 1981, Paru 1983 , Cnres / 1985, Geres / 1986), a period in which considerable knowledge on educational evaluation was also accumulated, and which eventually became the main theoretical references for this subject. With these information, we can discuss the following question: what was the configuration of the scientific field of Brazilian educational evaluation in the 1980s? In order to respond to this questioning, we do a bibliographical and documentary research, associated with the strategies of bibliometric studies and content analysis. This methodology was developed in four stages: 1) Review of the bibliography; 2) Collection and organization of sources; 3) Analysis and interpretation of data; and 4) Presentation of the results of the research. Our hypothesis is that it was in the 1980s that the two main approaches to evaluation that started the discussions about educational evaluation in Brazil began to be outlined: one based mainly on the measurement of results and another that primarily advocates participation in evaluation processes. The results try to make explicit the understanding of the authors analyzed around what is evaluation, of which who are the responsible for the evaluation process, the methodologies defended in the accomplishment of the evaluation processes and of which uses of the evaluation results. The following positions are recurrent in the period: a) the evaluation appears as an inherent activity to the human doing, and therefore cannot be reduced to a mechanical action, since it implies in a relationship of power and negotiation between evaluator and evaluated; b) for the evaluator is required maturity and professional experience to deal with the complex activities that result from the evaluation process; c) the evaluation methodologies do not have a single standard, because they vary according to what is being evaluated and with the expertise of the evaluator; and d) regarding the use of evaluation results, the best option was if they made it public as soon as possible to assist in making decisions that aim at improving what has been evaluated. The research also shows that being in favor of one of the evaluation approaches, besides representing the interests of agents who defend and put into practice fundamentals that guide the understanding about what is evaluation, who should conduct the process, how it should be carried out and the what to do with its results, also reveals the more general concepts that support the very existence of the field. Our conclusion is that the scientific field of educational evaluation in Brazil in the 1980s was in the process of being constituted and its logic of functioning was based more on the complementarity of ideas on the subject of evaluation than on conflicts and competitions. |
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Borges, Regilson MacielRothen, José Carloshttp://lattes.cnpq.br/1942510389127549http://lattes.cnpq.br/4262613256144204cd7b728c-9da3-427f-96ee-683fa64a27bb2017-08-22T14:12:24Z2017-08-22T14:12:24Z2017-03-31BORGES, Regilson Maciel. Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9046.https://repositorio.ufscar.br/handle/ufscar/9046The research analyzes the configuration of the scientific field of educational evaluation in Brazil in the 1980s, starting with the identification of Brazilian authors who helped to construct this field and their respective theoretical contributions on the subject in question. The 1980s were particularly rich for the organization of the Brazilian educational field, especially for evaluation, as it was a period in which the first systematized evaluation experiences for education in the country were formulated (Edurural / 1981, Paru 1983 , Cnres / 1985, Geres / 1986), a period in which considerable knowledge on educational evaluation was also accumulated, and which eventually became the main theoretical references for this subject. With these information, we can discuss the following question: what was the configuration of the scientific field of Brazilian educational evaluation in the 1980s? In order to respond to this questioning, we do a bibliographical and documentary research, associated with the strategies of bibliometric studies and content analysis. This methodology was developed in four stages: 1) Review of the bibliography; 2) Collection and organization of sources; 3) Analysis and interpretation of data; and 4) Presentation of the results of the research. Our hypothesis is that it was in the 1980s that the two main approaches to evaluation that started the discussions about educational evaluation in Brazil began to be outlined: one based mainly on the measurement of results and another that primarily advocates participation in evaluation processes. The results try to make explicit the understanding of the authors analyzed around what is evaluation, of which who are the responsible for the evaluation process, the methodologies defended in the accomplishment of the evaluation processes and of which uses of the evaluation results. The following positions are recurrent in the period: a) the evaluation appears as an inherent activity to the human doing, and therefore cannot be reduced to a mechanical action, since it implies in a relationship of power and negotiation between evaluator and evaluated; b) for the evaluator is required maturity and professional experience to deal with the complex activities that result from the evaluation process; c) the evaluation methodologies do not have a single standard, because they vary according to what is being evaluated and with the expertise of the evaluator; and d) regarding the use of evaluation results, the best option was if they made it public as soon as possible to assist in making decisions that aim at improving what has been evaluated. The research also shows that being in favor of one of the evaluation approaches, besides representing the interests of agents who defend and put into practice fundamentals that guide the understanding about what is evaluation, who should conduct the process, how it should be carried out and the what to do with its results, also reveals the more general concepts that support the very existence of the field. Our conclusion is that the scientific field of educational evaluation in Brazil in the 1980s was in the process of being constituted and its logic of functioning was based more on the complementarity of ideas on the subject of evaluation than on conflicts and competitions.A pesquisa analisa a configuração do campo científico da avaliação educacional no Brasil na década de 1980, tendo como ponto de partida a identificação de autores brasileiros que ajudaram a construir o campo e as suas respectivas contribuições teóricas sobre a temática em questão. A década de 1980 foi particularmente rica para a organização do campo educacional brasileiro, em especial para a avaliação, por se tratar de um período em que foram formuladas as primeiras experiências sistematizadas de avaliação para a educação no país (Edurural/1981, Paru/1983, Cnres/1985, Geres/1986), período no qual também se acumulou considerável conhecimento sobre avaliação da educação, e que acabaram se constituindo como principais referências teóricas para a temática. Diante disso, discutimos a seguinte questão: qual era a configuração do campo científico da avaliação educacional brasileira na década de 1980? A fim de responder a esse questionamento, realizamos uma pesquisa de caráter bibliográfica e documental, associada às estratégias dos estudos bibliométricos e à análise de conteúdo. Essa metodologia foi desenvolvida em quatro etapas: 1) Revisão da bibliografia; 2) Coleta e organização das fontes; 3) Análise e interpretação dos dados; e 4) Apresentação dos resultados da pesquisa. Nossa hipótese é a de que foi nos anos 1980 que começaram a ser delineadas as duas principais abordagens de avaliação que embasaram as discussões em torno da avaliação educacional no Brasil: uma fundamentada principalmente na mensuração dos resultados e outra que defende prioritariamente a participação nos processos avaliativos. Os resultados buscam explicitar o entendimento dos autores analisados em torno do que é avaliação, de quais são os atores responsáveis pelo processo de avaliação, de quais as metodologias defendidas na realização dos processos avaliativos e de quais os usos dos resultados da avaliação. São recorrentes no período os seguintes posicionamentos: a) a avaliação aparece como uma atividade inerente ao fazer humano, e por isso não pode se reduzir a uma ação mecânica, pois implica numa relação de poder e de negociação entre avaliador e avaliado; b) do avaliador é exigida maturidade e experiência profissional para lidar com as atividades complexas que decorrem do processo de avaliação; c) as metodologias de avaliação não possuem um padrão único, pois elas variam de acordo com o que está sendo avaliado e com a expertise do avaliador; e d) quanto ao uso dos resultados da avaliação, o ideal é que eles fossem tornados públicos o mais cedo possível para ajudar na tomada de decisões que visem a melhoria do que foi avaliado. A pesquisa mostra ainda que ser partidário de uma das abordagens de avaliação, além de representar os interesses de agentes que defendem e põem em prática fundamentos que orientam o entendimento acerca do que é avaliação, quem deve conduzir o processo, como deve ser realizada e do que fazer com os seus resultados, também revela os conceitos mais gerais que dão sustentação a própria existência do campo. Nossa conclusão é a de que o campo científico da avaliação educacional no Brasil na década de 1980 se encontrava em processo de constituição e sua lógica de funcionamento se baseava mais na complementaridade das ideias sobre o tema da avaliação do que nos conflitos e competições.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAvaliação educacionalCampo científico da avaliaçãoAbordagens de avaliação educacionalAvaliação como resultadoAvaliação como processoEducational evaluationScientific evaluation fieldApproaches to educational evaluationEvaluation as a resultEvaluation as processCIENCIAS HUMANAS::EDUCACAOOs alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline600600aa08321a-1b2d-4e57-bfd9-9abbe6ec948dinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseRMB.pdfTeseRMB.pdfapplication/pdf5203285https://repositorio.ufscar.br/bitstream/ufscar/9046/1/TeseRMB.pdfe4c78fb66acd160ed3fe1c6ff8644618MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/9046/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTTeseRMB.pdf.txtTeseRMB.pdf.txtExtracted texttext/plain766576https://repositorio.ufscar.br/bitstream/ufscar/9046/3/TeseRMB.pdf.txtbb795f214229479ffce84018baf0a68eMD53THUMBNAILTeseRMB.pdf.jpgTeseRMB.pdf.jpgIM Thumbnailimage/jpeg6651https://repositorio.ufscar.br/bitstream/ufscar/9046/4/TeseRMB.pdf.jpg36f68ebb2b579ba4eda0c79dad8b8d41MD54ufscar/90462023-09-18 18:31:25.725oai:repositorio.ufscar.br:ufscar/9046TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgw6AgVW5pdmVyc2lkYWRlCkZlZGVyYWwgZGUgU8OjbyBDYXJsb3MgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsICB0cmFkdXppciAoY29uZm9ybWUgZGVmaW5pZG8gYWJhaXhvKSwgZS9vdQpkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlCmVtIHF1YWxxdWVyIG1laW8sIGluY2x1aW5kbyBvcyBmb3JtYXRvcyDDoXVkaW8gb3UgdsOtZGVvLgoKVm9jw6ogY29uY29yZGEgcXVlIGEgVUZTQ2FyIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28KcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGU0NhciBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgYSBzdWEgdGVzZSBvdQpkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcwpuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldQpjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIGRlIG5pbmd1w6ltLgoKQ2FzbyBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gY29udGVuaGEgbWF0ZXJpYWwgcXVlIHZvY8OqIG7Do28gcG9zc3VpIGEgdGl0dWxhcmlkYWRlIGRvcyBkaXJlaXRvcyBhdXRvcmFpcywgdm9jw6oKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFVGU0NhcgpvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUKaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRlNDYXIsClZPQ8OKIERFQ0xBUkEgUVVFIFJFU1BFSVRPVSBUT0RPUyBFIFFVQUlTUVVFUiBESVJFSVRPUyBERSBSRVZJU8ODTyBDT01PClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVRlNDYXIgc2UgY29tcHJvbWV0ZSBhIGlkZW50aWZpY2FyIGNsYXJhbWVudGUgbyBzZXUgbm9tZSAocykgb3UgbyhzKSBub21lKHMpIGRvKHMpCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzCmNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuCg==Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:25Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 |
title |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 |
spellingShingle |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 Borges, Regilson Maciel Avaliação educacional Campo científico da avaliação Abordagens de avaliação educacional Avaliação como resultado Avaliação como processo Educational evaluation Scientific evaluation field Approaches to educational evaluation Evaluation as a result Evaluation as process CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 |
title_full |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 |
title_fullStr |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 |
title_full_unstemmed |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 |
title_sort |
Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980 |
author |
Borges, Regilson Maciel |
author_facet |
Borges, Regilson Maciel |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4262613256144204 |
dc.contributor.author.fl_str_mv |
Borges, Regilson Maciel |
dc.contributor.advisor1.fl_str_mv |
Rothen, José Carlos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1942510389127549 |
dc.contributor.authorID.fl_str_mv |
cd7b728c-9da3-427f-96ee-683fa64a27bb |
contributor_str_mv |
Rothen, José Carlos |
dc.subject.por.fl_str_mv |
Avaliação educacional Campo científico da avaliação Abordagens de avaliação educacional Avaliação como resultado Avaliação como processo |
topic |
Avaliação educacional Campo científico da avaliação Abordagens de avaliação educacional Avaliação como resultado Avaliação como processo Educational evaluation Scientific evaluation field Approaches to educational evaluation Evaluation as a result Evaluation as process CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational evaluation Scientific evaluation field Approaches to educational evaluation Evaluation as a result Evaluation as process |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The research analyzes the configuration of the scientific field of educational evaluation in Brazil in the 1980s, starting with the identification of Brazilian authors who helped to construct this field and their respective theoretical contributions on the subject in question. The 1980s were particularly rich for the organization of the Brazilian educational field, especially for evaluation, as it was a period in which the first systematized evaluation experiences for education in the country were formulated (Edurural / 1981, Paru 1983 , Cnres / 1985, Geres / 1986), a period in which considerable knowledge on educational evaluation was also accumulated, and which eventually became the main theoretical references for this subject. With these information, we can discuss the following question: what was the configuration of the scientific field of Brazilian educational evaluation in the 1980s? In order to respond to this questioning, we do a bibliographical and documentary research, associated with the strategies of bibliometric studies and content analysis. This methodology was developed in four stages: 1) Review of the bibliography; 2) Collection and organization of sources; 3) Analysis and interpretation of data; and 4) Presentation of the results of the research. Our hypothesis is that it was in the 1980s that the two main approaches to evaluation that started the discussions about educational evaluation in Brazil began to be outlined: one based mainly on the measurement of results and another that primarily advocates participation in evaluation processes. The results try to make explicit the understanding of the authors analyzed around what is evaluation, of which who are the responsible for the evaluation process, the methodologies defended in the accomplishment of the evaluation processes and of which uses of the evaluation results. The following positions are recurrent in the period: a) the evaluation appears as an inherent activity to the human doing, and therefore cannot be reduced to a mechanical action, since it implies in a relationship of power and negotiation between evaluator and evaluated; b) for the evaluator is required maturity and professional experience to deal with the complex activities that result from the evaluation process; c) the evaluation methodologies do not have a single standard, because they vary according to what is being evaluated and with the expertise of the evaluator; and d) regarding the use of evaluation results, the best option was if they made it public as soon as possible to assist in making decisions that aim at improving what has been evaluated. The research also shows that being in favor of one of the evaluation approaches, besides representing the interests of agents who defend and put into practice fundamentals that guide the understanding about what is evaluation, who should conduct the process, how it should be carried out and the what to do with its results, also reveals the more general concepts that support the very existence of the field. Our conclusion is that the scientific field of educational evaluation in Brazil in the 1980s was in the process of being constituted and its logic of functioning was based more on the complementarity of ideas on the subject of evaluation than on conflicts and competitions. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-08-22T14:12:24Z |
dc.date.available.fl_str_mv |
2017-08-22T14:12:24Z |
dc.date.issued.fl_str_mv |
2017-03-31 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BORGES, Regilson Maciel. Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9046. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9046 |
identifier_str_mv |
BORGES, Regilson Maciel. Os alicerces da avaliação educacional no Brasil : a elaboração teórica de intelectuais na década de 1980. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9046. |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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