CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/3643 |
Resumo: | The context evaluation is based on a participatory methodology that articulates two axes: i) “the negotiation of quality” and ii) “the promotion from the inside”, which combine self-assessment with external assessment, in a dialogic process of confrontation of viewpoints. The objective of this evaluation is to systematize hypotheses and projects for educational improvement based on the items evaluated. It is a reflective evaluation, in which the claims, concerns and questions of interest groups are the basis for determining the problematizations and necessary changes. It is a participatory and formative evaluation process organized in stages. The present work aims to analyze one of the stages of context evaluation, in its initial phase, in two context evaluation experiences: one carried out in Rio de Janeiro-RJ and the other in Pinhais-PR. This step consists in carrying out a critical analysis of the evaluation instrument carried out by the teachers together with the external evaluator. The entire process was recorded in audio, transcribed and analyzed, having as theoretical reference the studies of Bondioli and Savio (2015), Moro and Coutinho (2018), Corsino and Branco (2019), among others. It was observed that in the two contexts evaluated, throughout the evaluation process, the results showed the importance of analyzing the instruments for the teacher training process, due to the teachers' awareness of the aspects to be evaluated, as well as for the construction of common understandings in the teams, in a participatory, dialogic and democratic process. |
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CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTSEVALUACIÓN EN CONTEXTO: ANÁLISIS COLECTIVO DE INSTRUMENTOS DE EVALUACIÓNAVALIAÇÃO DE CONTEXTO: ANÁLISE COLEGIADA DE INSTRUMENTOS AVALIATIVOSAvaliação de contextoEducação InfantilFormação de professoresParticipação democráticacontext evaluationearly childhood educationteacher trainingdemocratic participationEvaluación en contextoeducación infantilformación de profesoresparticipación democráticaThe context evaluation is based on a participatory methodology that articulates two axes: i) “the negotiation of quality” and ii) “the promotion from the inside”, which combine self-assessment with external assessment, in a dialogic process of confrontation of viewpoints. The objective of this evaluation is to systematize hypotheses and projects for educational improvement based on the items evaluated. It is a reflective evaluation, in which the claims, concerns and questions of interest groups are the basis for determining the problematizations and necessary changes. It is a participatory and formative evaluation process organized in stages. The present work aims to analyze one of the stages of context evaluation, in its initial phase, in two context evaluation experiences: one carried out in Rio de Janeiro-RJ and the other in Pinhais-PR. This step consists in carrying out a critical analysis of the evaluation instrument carried out by the teachers together with the external evaluator. The entire process was recorded in audio, transcribed and analyzed, having as theoretical reference the studies of Bondioli and Savio (2015), Moro and Coutinho (2018), Corsino and Branco (2019), among others. It was observed that in the two contexts evaluated, throughout the evaluation process, the results showed the importance of analyzing the instruments for the teacher training process, due to the teachers' awareness of the aspects to be evaluated, as well as for the construction of common understandings in the teams, in a participatory, dialogic and democratic process.La evaluación en contexto se basa en una metodología participativa que articula dos ejes: i) “negociación de la calidad” y ii) “promoción desde adentro”, que combinan la autoevaluación con la evaluación externa, en un proceso dialógico de confrontación de puntos de vista. El objetivo de esta evaluación es sistematizar hipótesis y proyectos de mejora educativa a partir de los ítems evaluados. Es un diagnóstico reflexivo, en el que los reclamos, preocupaciones y cuestionamientos de los grupos de interés son la base para determinar las problematizaciones y cambios necesarios. Es un proceso de evaluación participativo y formativo organizado en etapas. Este artículo tiene como objetivo analizar una de las etapas del proceso, en su fase inicial, en dos experiencias de evaluación en contexto: una realizada en Río de Janeiro-RJ y otra en Pinhais-PR. Este paso consiste en realizar un análisis crítico del instrumento de evaluación realizado por los docentes junto con el evaluador externo. Todo el proceso fue grabado en audio, transcrito y analizado, teniendo como referencia teórica los estudios de Bondioli y Savio (2015), Moro y Coutinho (2018), Corsino y Branco (2019), entre otros. Se observó que en los dos contextos evaluados, a lo largo del proceso de evaluación, los resultados mostraron la importancia del análisis de los instrumentos para el proceso de formación, debido a la major conciencia de los docentes sobre los aspectos a evaluar, así como para la construcción de entendimientos comunes en los equipos, en un proceso participativo, dialógico y democrático.A avaliação de contexto se baseia numa metodologia participativa que articula dois eixos: i) “a negociação da qualidade” e ii) “a promoção a partir do interno”, que aliam auto avaliação com avaliação externa, num processo dialógico de confronto de pontos de vista. O objetivo desta avaliação é de sistematizar hipóteses e projetos de melhoria educativa a partir dos itens avaliados. Trata-se de uma avaliação reflexiva, na qual as reivindicações, preocupações e questões dos grupos de interesse são a base para determinar as problematizações e mudanças necessárias. É um processo avaliativo participativo e formativo organizado em etapas. O presente trabalho tem como objetivo analisar uma das etapas da avaliação de contexto, na sua fase inicial, em duas experiências avaliativas de contexto: uma realizada no Rio de Janeiro-RJ e outra em Pinhais-PR. Esta etapa consiste na realização da análise crítica do instrumento de avaliação realizada pelos professores em conjunto com o avaliador externo. Todo processo foi registrado em áudio, transcrito e analisado, tendo como referencial teórico os estudos de Bondioli e Savio (2015), Moro e Coutinho (2018), Corsino e Branco (2019), dentre outros. Observou-se que nos dois contextos avaliados, ao longo do processo avaliativo, os resultados evidenciaram a importância da analise dos instrumentos para o processo formativo, em virtude da tomada de consciência dos professores acerca dos aspectos a serem avaliados, bem como para a construção de entendimentos comuns nas equipes, num processo participativo, dialógico e democrático.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-03-04info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/364310.1590/SciELOPreprints.3643porhttps://preprints.scielo.org/index.php/scielo/article/view/3643/6767Copyright (c) 2022 Jordanna Branco, Catarina Moro, Patrícia Corsinohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBranco, JordannaMoro, CatarinaCorsino, Patríciareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-02-16T22:11:03Zoai:ops.preprints.scielo.org:preprint/3643Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-02-16T22:11:03SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS EVALUACIÓN EN CONTEXTO: ANÁLISIS COLECTIVO DE INSTRUMENTOS DE EVALUACIÓN AVALIAÇÃO DE CONTEXTO: ANÁLISE COLEGIADA DE INSTRUMENTOS AVALIATIVOS |
title |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS |
spellingShingle |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS Branco, Jordanna Avaliação de contexto Educação Infantil Formação de professores Participação democrática context evaluation early childhood education teacher training democratic participation Evaluación en contexto educación infantil formación de profesores participación democrática |
title_short |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS |
title_full |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS |
title_fullStr |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS |
title_full_unstemmed |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS |
title_sort |
CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS |
author |
Branco, Jordanna |
author_facet |
Branco, Jordanna Moro, Catarina Corsino, Patrícia |
author_role |
author |
author2 |
Moro, Catarina Corsino, Patrícia |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Branco, Jordanna Moro, Catarina Corsino, Patrícia |
dc.subject.por.fl_str_mv |
Avaliação de contexto Educação Infantil Formação de professores Participação democrática context evaluation early childhood education teacher training democratic participation Evaluación en contexto educación infantil formación de profesores participación democrática |
topic |
Avaliação de contexto Educação Infantil Formação de professores Participação democrática context evaluation early childhood education teacher training democratic participation Evaluación en contexto educación infantil formación de profesores participación democrática |
description |
The context evaluation is based on a participatory methodology that articulates two axes: i) “the negotiation of quality” and ii) “the promotion from the inside”, which combine self-assessment with external assessment, in a dialogic process of confrontation of viewpoints. The objective of this evaluation is to systematize hypotheses and projects for educational improvement based on the items evaluated. It is a reflective evaluation, in which the claims, concerns and questions of interest groups are the basis for determining the problematizations and necessary changes. It is a participatory and formative evaluation process organized in stages. The present work aims to analyze one of the stages of context evaluation, in its initial phase, in two context evaluation experiences: one carried out in Rio de Janeiro-RJ and the other in Pinhais-PR. This step consists in carrying out a critical analysis of the evaluation instrument carried out by the teachers together with the external evaluator. The entire process was recorded in audio, transcribed and analyzed, having as theoretical reference the studies of Bondioli and Savio (2015), Moro and Coutinho (2018), Corsino and Branco (2019), among others. It was observed that in the two contexts evaluated, throughout the evaluation process, the results showed the importance of analyzing the instruments for the teacher training process, due to the teachers' awareness of the aspects to be evaluated, as well as for the construction of common understandings in the teams, in a participatory, dialogic and democratic process. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
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preprint |
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publishedVersion |
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https://preprints.scielo.org/index.php/scielo/preprint/view/3643 10.1590/SciELOPreprints.3643 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/3643 |
identifier_str_mv |
10.1590/SciELOPreprints.3643 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/3643/6767 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Jordanna Branco, Catarina Moro, Patrícia Corsino https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Jordanna Branco, Catarina Moro, Patrícia Corsino https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SCI |
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SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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