A school, multiple perspectives: assessment and remedial education in school daily life

Detalhes bibliográficos
Autor(a) principal: Souza, Flora Lima Farias de
Data de Publicação: 2017
Outros Autores: Zibetti, Marli Lúcia Tonatto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/7067
Resumo: The text discusses the relationships produced within a public school in Porto Velho, Rondônia, Brazil, surrounding the assessment and remedial classes processes of learning in the final years of elementary school, from an investigation through the school psychology referential. The study, of a qualitative nature, used document analysis, interviews and observations. The results show, on the one hand, the historical struggle of a peripheral community for access to education and, on the other, the difficulties of different orders that are interposed between the school achievement and the quality of education offered. The pseudo-autonomy in the planning and development processes of pedagogical practice, the precariousness of the school, the teachers’ working conditions and the conflicting relationships between students and teachers are among the problems highlighted.   Keywords: Elementary education. Everyday school-life. Public policies.
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spelling A school, multiple perspectives: assessment and remedial education in school daily lifeUna escuela, perspectivas múltiples: evaluación y recuperación en el cotidiano escolarUma escola, múltiplos olhares: avaliação e recuperação no cotidiano escolarThe text discusses the relationships produced within a public school in Porto Velho, Rondônia, Brazil, surrounding the assessment and remedial classes processes of learning in the final years of elementary school, from an investigation through the school psychology referential. The study, of a qualitative nature, used document analysis, interviews and observations. The results show, on the one hand, the historical struggle of a peripheral community for access to education and, on the other, the difficulties of different orders that are interposed between the school achievement and the quality of education offered. The pseudo-autonomy in the planning and development processes of pedagogical practice, the precariousness of the school, the teachers’ working conditions and the conflicting relationships between students and teachers are among the problems highlighted.   Keywords: Elementary education. Everyday school-life. Public policies.El texto discute las relaciones producidas en el interior de una escuela pública en Porto Velho – RO, respecto a los procesos de evaluación y recuperación del aprendizaje en los últimos años de la Educación Primaria, a partir de la investigación llevada a cabo en el marco de la psicología escolar. El estudio fue de tipo cualitativo, realizó análisis de documentos, entrevistas y observaciones. Los resultados muestran, por un lado, la lucha histórica para el acceso de la comunidad periférica a la educación y, en segundo lugar, las dificultades de diferentes órdenes que se interponen entre el rendimiento escolar y la calidad de la educación ofrecida. Entre las dificultades más destacados están la falsa autonomía en los procesos de planeamiento y desarrollo de la práctica pedagógica, la precariedad de la escuela, las condiciones de trabajo de los docentes y las relaciones conflictivas entre alumnos y profesores.   Palabras clave: Educación Primaria. Cotidiano Escolar. Políticas Públicas.Este texto discute as relações produzidas no interior de uma escola pública em Porto Velho, Rondônia, em torno dos processos de avaliação e recuperação da aprendizagem nos anos finais do Ensino Fundamental, a partir de investigação realizada sob o referencial da psicologia escolar. O estudo, de natureza qualitativa, fez uso de análise documental, entrevistas e observações. Os resultados evidenciam, por um lado, a luta histórica de uma comunidade periférica pelo acesso à educação e, por outro, as dificuldades de diferentes ordens que se interpõem entre a conquista da escola e a qualidade do ensino oferecido. Dentre as dificuldades, destacam-se a pseudoautonomia nos processos de planejamento e o desenvolvimento da prática pedagógica, a precariedade da escola, as condições de trabalho dos docentes e as relações conflituosas entre estudantes e professores.   Palavras-chave: Ensino Fundamental. Cotidiano Escolar. Políticas Públicas. Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/706710.5212/PraxEduc.v.11i2.0005Práxis Educativa; Vol. 11 No. 2 (2016); 394-409Práxis Educativa; Vol. 11 Núm. 2 (2016); 394-409Práxis Educativa; V. 11 N. 2 (2016); 394-409Práxis Educativa; v. 11 n. 2 (2016); 394-4091809-43091809-403110.5212/PraxEduc.v.11i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/7067/4778Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessSouza, Flora Lima Farias deZibetti, Marli Lúcia Tonatto2020-04-06T23:59:00Zoai:uepg.br:article/7067Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T23:59Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv A school, multiple perspectives: assessment and remedial education in school daily life
Una escuela, perspectivas múltiples: evaluación y recuperación en el cotidiano escolar
Uma escola, múltiplos olhares: avaliação e recuperação no cotidiano escolar
title A school, multiple perspectives: assessment and remedial education in school daily life
spellingShingle A school, multiple perspectives: assessment and remedial education in school daily life
Souza, Flora Lima Farias de
title_short A school, multiple perspectives: assessment and remedial education in school daily life
title_full A school, multiple perspectives: assessment and remedial education in school daily life
title_fullStr A school, multiple perspectives: assessment and remedial education in school daily life
title_full_unstemmed A school, multiple perspectives: assessment and remedial education in school daily life
title_sort A school, multiple perspectives: assessment and remedial education in school daily life
author Souza, Flora Lima Farias de
author_facet Souza, Flora Lima Farias de
Zibetti, Marli Lúcia Tonatto
author_role author
author2 Zibetti, Marli Lúcia Tonatto
author2_role author
dc.contributor.author.fl_str_mv Souza, Flora Lima Farias de
Zibetti, Marli Lúcia Tonatto
description The text discusses the relationships produced within a public school in Porto Velho, Rondônia, Brazil, surrounding the assessment and remedial classes processes of learning in the final years of elementary school, from an investigation through the school psychology referential. The study, of a qualitative nature, used document analysis, interviews and observations. The results show, on the one hand, the historical struggle of a peripheral community for access to education and, on the other, the difficulties of different orders that are interposed between the school achievement and the quality of education offered. The pseudo-autonomy in the planning and development processes of pedagogical practice, the precariousness of the school, the teachers’ working conditions and the conflicting relationships between students and teachers are among the problems highlighted.   Keywords: Elementary education. Everyday school-life. Public policies.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-21
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://revistas.uepg.br/index.php/praxiseducativa/article/view/7067
10.5212/PraxEduc.v.11i2.0005
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/7067
identifier_str_mv 10.5212/PraxEduc.v.11i2.0005
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/7067/4778
dc.rights.driver.fl_str_mv Copyright (c) 2016 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 11 No. 2 (2016); 394-409
Práxis Educativa; Vol. 11 Núm. 2 (2016); 394-409
Práxis Educativa; V. 11 N. 2 (2016); 394-409
Práxis Educativa; v. 11 n. 2 (2016); 394-409
1809-4309
1809-4031
10.5212/PraxEduc.v.11i2
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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