CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS

Detalhes bibliográficos
Autor(a) principal: Branco, Jordanna
Data de Publicação: 2022
Outros Autores: Moro, Catarina, Corsino, Patrícia
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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spelling 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
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv 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
dc.language.iso.fl_str_mv 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
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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