Educational evaluation and inclusion: implications for teaching
Autor(a) principal: | |
---|---|
Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18568 |
Resumo: | Research indicates evaluation in the context of inclusive education as a topic increasingly discussed, both for its direct involvement in the teaching-learning process, as the process of constitution of the subject from the relationships established in the school environment permeated by diversity. The main objective of this study was to investigate teachers' conceptions about the process of assessment of students with special educational needs, as well as the meaning and purpose of educational evaluation for teachers, the existence of differences between the practices adopted in the evaluation process and their perceptions regarding the applicability of national guidelines relevant to the subject in the context of the class room. Based on research conducted by the authors, is based on different authors who discuss the topic of assessment in inclusive education, such as Esteban (2002), Fernandes and Viana (2009), Freitas (2008), Jesus (2004), among others. Data collection was conducted through semi-structured interviews with ten teachers from a public school and one private, and a representative of the management team of each school. The main results indicate that the evaluation is focused on the student, without the understanding of other bodies involved in the process, such as public policy, school management and pedagogical practices of teachers. The teachers reported difficulties regarding the applicability of the government guidelines regarding inclusive education. Practices differentiated between students with and without special educational needs were also revealed. However, there are perceptible movements of rupture in the conception and practice of educational assessment. |
id |
UEM-11_82e55385d8319e4e72ff85d3d01a6397 |
---|---|
oai_identifier_str |
oai:periodicos.uem.br/ojs:article/18568 |
network_acronym_str |
UEM-11 |
network_name_str |
Teoria e Prática da Educação (Online) |
repository_id_str |
|
spelling |
Educational evaluation and inclusion: implications for teachingAvaliação educacional e inclusão: implicações no trabalho docenteEducational EvaluationInclusive EducationTeaching WorkAvaliação EducacionalEducação InclusivaTrabalho DocenteResearch indicates evaluation in the context of inclusive education as a topic increasingly discussed, both for its direct involvement in the teaching-learning process, as the process of constitution of the subject from the relationships established in the school environment permeated by diversity. The main objective of this study was to investigate teachers' conceptions about the process of assessment of students with special educational needs, as well as the meaning and purpose of educational evaluation for teachers, the existence of differences between the practices adopted in the evaluation process and their perceptions regarding the applicability of national guidelines relevant to the subject in the context of the class room. Based on research conducted by the authors, is based on different authors who discuss the topic of assessment in inclusive education, such as Esteban (2002), Fernandes and Viana (2009), Freitas (2008), Jesus (2004), among others. Data collection was conducted through semi-structured interviews with ten teachers from a public school and one private, and a representative of the management team of each school. The main results indicate that the evaluation is focused on the student, without the understanding of other bodies involved in the process, such as public policy, school management and pedagogical practices of teachers. The teachers reported difficulties regarding the applicability of the government guidelines regarding inclusive education. Practices differentiated between students with and without special educational needs were also revealed. However, there are perceptible movements of rupture in the conception and practice of educational assessment.Pesquisas apontam a avaliação no contexto da educação inclusiva como uma temática cada vez mais discutida, tanto por seu envolvimento direto com o processo ensino-aprendizagem, como no processo de constituição do sujeito a partir das relações estabelecidas no ambiente escolar permeado pela diversidade. O objetivo principal deste estudo foi investigar as concepções de professores quanto ao processo de avaliação de estudantes com necessidades educacionais especiais, bem como o sentido e a finalidade da avaliação educacional para os professores, a existência de diferenças entre as práticas adotadas no processo avaliativo e suas percepções quanto à aplicabilidade das diretrizes nacionais pertinentes ao tema no contexto de sala da aula. Baseado em pesquisa realizada pelas autoras, fundamenta-se em diferentes autores que discutem a temática da avaliação na educação inclusiva, tais como Esteban (2002), Fernandes e Viana (2009), Freitas (2008), Jesus (2004), entre outros. A coleta de dados foi realizada por meio de entrevistas semi-estruturadas com dez professores de uma escola pública e uma particular, e um representante da equipe diretiva de cada escola. Os principais resultados indicam que a avaliação está focada no estudante, sem a compreensão de outras instâncias envolvidas no processo, como as políticas públicas, a gestão da escola e as ações pedagógicas dos professores. Os docentes relataram dificuldades quanto à aplicabilidade das diretrizes governamentais referentes à educação inclusiva. Práticas diferenciadas entre os estudantes com e sem necessidades educacionais especiais também foram reveladas. No entanto, percebem-se movimentos de rupturas na concepção e prática da avaliação educacional.Universidade Estadual de Maringá2012-09-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1856810.4025/tpe.v15i1.18568Teoria e Prática da Educação; v. 15 n. 1 (2012); 91-1032237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18568/9809Cordeiro, Aliciene Fusca MachadoSchulze, Mariana DatriaRibeiro, Marina de Almeidainfo:eu-repo/semantics/openAccess2023-01-12T13:53:59Zoai:periodicos.uem.br/ojs:article/18568Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:25.265644Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
Educational evaluation and inclusion: implications for teaching Avaliação educacional e inclusão: implicações no trabalho docente |
title |
Educational evaluation and inclusion: implications for teaching |
spellingShingle |
Educational evaluation and inclusion: implications for teaching Cordeiro, Aliciene Fusca Machado Educational Evaluation Inclusive Education Teaching Work Avaliação Educacional Educação Inclusiva Trabalho Docente |
title_short |
Educational evaluation and inclusion: implications for teaching |
title_full |
Educational evaluation and inclusion: implications for teaching |
title_fullStr |
Educational evaluation and inclusion: implications for teaching |
title_full_unstemmed |
Educational evaluation and inclusion: implications for teaching |
title_sort |
Educational evaluation and inclusion: implications for teaching |
author |
Cordeiro, Aliciene Fusca Machado |
author_facet |
Cordeiro, Aliciene Fusca Machado Schulze, Mariana Datria Ribeiro, Marina de Almeida |
author_role |
author |
author2 |
Schulze, Mariana Datria Ribeiro, Marina de Almeida |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cordeiro, Aliciene Fusca Machado Schulze, Mariana Datria Ribeiro, Marina de Almeida |
dc.subject.por.fl_str_mv |
Educational Evaluation Inclusive Education Teaching Work Avaliação Educacional Educação Inclusiva Trabalho Docente |
topic |
Educational Evaluation Inclusive Education Teaching Work Avaliação Educacional Educação Inclusiva Trabalho Docente |
description |
Research indicates evaluation in the context of inclusive education as a topic increasingly discussed, both for its direct involvement in the teaching-learning process, as the process of constitution of the subject from the relationships established in the school environment permeated by diversity. The main objective of this study was to investigate teachers' conceptions about the process of assessment of students with special educational needs, as well as the meaning and purpose of educational evaluation for teachers, the existence of differences between the practices adopted in the evaluation process and their perceptions regarding the applicability of national guidelines relevant to the subject in the context of the class room. Based on research conducted by the authors, is based on different authors who discuss the topic of assessment in inclusive education, such as Esteban (2002), Fernandes and Viana (2009), Freitas (2008), Jesus (2004), among others. Data collection was conducted through semi-structured interviews with ten teachers from a public school and one private, and a representative of the management team of each school. The main results indicate that the evaluation is focused on the student, without the understanding of other bodies involved in the process, such as public policy, school management and pedagogical practices of teachers. The teachers reported difficulties regarding the applicability of the government guidelines regarding inclusive education. Practices differentiated between students with and without special educational needs were also revealed. However, there are perceptible movements of rupture in the conception and practice of educational assessment. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18568 10.4025/tpe.v15i1.18568 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18568 |
identifier_str_mv |
10.4025/tpe.v15i1.18568 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18568/9809 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 15 n. 1 (2012); 91-103 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156524613632 |