Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3633 |
Resumo: | This master thesis is a result of a research linked to the research line Teacher Education and Education Public Policies, of the Postgraduate Program in Education of the Human and Social Sciences Institute of the Federal University of Mato Grosso (PPGEdu/ICHS/UFMT). The general objective of the research is to analyze the significances of assessment in Early Childhood Education proposed in the national and municipal documents and their (re)interpretations in the discourses of teaching professionalsintwoEarlyChildhoodEducationMunicipalCenters (CMEI) of Rondonópolis, Mato Gosso. The empiric was composed by federal documents signed by the Minister of Education (MEC), the National Council of Education (CNE) and, within the municipal scope by the Municipal Secretary of Education (SEMED) and still the interviews with 05 (five) teachers who teach in two centers of Early Childhood Education in the city of Rondonópolis-MT. To guide the procedures of the research, the option was for the qualitative research, with a methodological basis on the Policy Cycles, proposed by Stephen Ball and Richard Bowe (1992). The gathering of the research data included document analysis and semi structured interviews. The discourse analysis was conducted basedonthestudiesof Michel Foucault. In the contexts of influence and written production, the analyses indicate that the education policies were elaborated in a scenery of advances of neoliberalism, being marked by international influences, privatist movements, as well as by the fight of social organizations represented by families and education professionals. It was observed that the significances and meanings of assessment in Early Childhood Education proposed in the analyzed documents dialogue with the theoretical studies of assessment in the constructivist/interactionist vision, or respondent constructive, which conceives assessment as a continuous, participative and democratic process. In the reinterpretations of the teachers, in the context of the practice, the analysis enabled determining that, predominantly, assessment is signified as observation of the development of the child and reflection about the pedagogical practice. The discourses reveal that the main difficulties found in the assessment process are related to the records, being the writing of reports pointed out by most of the teachers as the biggest challenge. The speech of the interviewees point out the necessity of more studies andcollectivedebatesaboutassessmentinenvironmentsof continuous teacher education. |
id |
UFMT_4ec3c56a237e0e8086545e665ac99088 |
---|---|
oai_identifier_str |
oai:localhost:1/3633 |
network_acronym_str |
UFMT |
network_name_str |
Repositório Institucional da UFMT |
repository_id_str |
|
spelling |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da práticaEducaçãoEducação infantilSignificados e sentidos da avaliação na educação infantilPolíticas educacionaisCNPQ::CIENCIAS HUMANAS::EDUCACAOEducationEarly childhood educationSignificances and meanings of assessment in early childhood educationEducation policiesThis master thesis is a result of a research linked to the research line Teacher Education and Education Public Policies, of the Postgraduate Program in Education of the Human and Social Sciences Institute of the Federal University of Mato Grosso (PPGEdu/ICHS/UFMT). The general objective of the research is to analyze the significances of assessment in Early Childhood Education proposed in the national and municipal documents and their (re)interpretations in the discourses of teaching professionalsintwoEarlyChildhoodEducationMunicipalCenters (CMEI) of Rondonópolis, Mato Gosso. The empiric was composed by federal documents signed by the Minister of Education (MEC), the National Council of Education (CNE) and, within the municipal scope by the Municipal Secretary of Education (SEMED) and still the interviews with 05 (five) teachers who teach in two centers of Early Childhood Education in the city of Rondonópolis-MT. To guide the procedures of the research, the option was for the qualitative research, with a methodological basis on the Policy Cycles, proposed by Stephen Ball and Richard Bowe (1992). The gathering of the research data included document analysis and semi structured interviews. The discourse analysis was conducted basedonthestudiesof Michel Foucault. In the contexts of influence and written production, the analyses indicate that the education policies were elaborated in a scenery of advances of neoliberalism, being marked by international influences, privatist movements, as well as by the fight of social organizations represented by families and education professionals. It was observed that the significances and meanings of assessment in Early Childhood Education proposed in the analyzed documents dialogue with the theoretical studies of assessment in the constructivist/interactionist vision, or respondent constructive, which conceives assessment as a continuous, participative and democratic process. In the reinterpretations of the teachers, in the context of the practice, the analysis enabled determining that, predominantly, assessment is signified as observation of the development of the child and reflection about the pedagogical practice. The discourses reveal that the main difficulties found in the assessment process are related to the records, being the writing of reports pointed out by most of the teachers as the biggest challenge. The speech of the interviewees point out the necessity of more studies andcollectivedebatesaboutassessmentinenvironmentsof continuous teacher education.Esta dissertação de mestrado é resultado de pesquisa vinculada à linha de pesquisa Formação de Professores e Políticas Públicas Educacionais, do Programa de PósGraduação em Educação do Instituto de Ciências Humanas e Sociais da Universidade Federal de Mato Grosso (PPGEdu/ICHS/UFMT). O objetivo geral da pesquisa é analisar os significados da avaliação na Educação Infantil propostos em documentos nacionais e municipal, e as suas (re)interpretações nos discursos de profissionais docentes em dois Centros Municipais de Educação Infantil (CMEI) de Rondonópolis, Mato Grosso. A empiria foi composta por documentos federais assinados pelo Ministério da Educação (MEC), Conselho Nacional de Educação (CNE) e, no âmbito municipal, pela Secretaria Municipal de Educação (SEMED), e, ainda, por entrevistas com 05 (cinco) professoras que atuam em dois CMEI em Rondonópolis-MT. Para nortear os procedimentos da pesquisa, a opção foi pela abordagem qualitativa, com base metodológica no Ciclo de Políticas, proposto por Stephen Ball e Richard Bowe (1992). O levantamento de dados incluiu a análise documental e entrevistas semiestruturadas. As análises dos discursos foram realizadas com base nos estudos de Michel Foucault. Nos contextos da influência e produção de texto as análises demonstraram que as políticas educacionais foram elaboradas em um cenário de avanços do neoliberalismo, sendo marcadas por influências internacionais, movimentos privatistas e também pela luta de organizações sociais representadas por famílias e profissionais da educação. Observou-se que os significados e sentidos de avaliação na Educação Infantil propostos nos documentos analisados dialogam com os estudos teóricos da avaliação na visão construtivista/interacionista, ou construtiva respondente, que concebe a avaliação como processo contínuo, participativo e democrático. Nas reinterpretações das docentes, no contexto da prática, as análises permitiram constatar que, de modo predominante, a avaliação é significada como observação do desenvolvimento da criança e reflexão sobre a prática pedagógica. Os discursos revelam que as principais dificuldades encontradas no processo de avaliação estão relacionadas aos registros, sendo a escrita de relatórios apontada pela maioria das docentes como o maior desafio. As falas das entrevistadas apontam a necessidade de mais estudos e debates coletivos sobre a avaliação nos espaços de formação continuada.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisGarske, Lindalva Maria Novaeshttp://lattes.cnpq.br/1703129875647473Garske, Lindalva Maria Novaes318.149.721-53http://lattes.cnpq.br/1703129875647473Cunha, Érika Virgílio Rodrigues da568.853.421-49http://lattes.cnpq.br/1583175347126296318.149.721-53Oliveira, Daniele Ramos de338.099.898-27http://lattes.cnpq.br/6555652901907604Silva, Dineuza Conceição de Souza2022-11-18T17:52:13Z2021-01-122022-11-18T17:52:13Z2020-11-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Dineuza Conceição de Souza. Avaliação na educação infantil: significados propostos em políticas educacionais e suas interpretações no contexto da prática. 2020. 201 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020.http://ri.ufmt.br/handle/1/3633porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-11-19T06:04:10Zoai:localhost:1/3633Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-11-19T06:04:10Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática |
title |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática |
spellingShingle |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática Silva, Dineuza Conceição de Souza Educação Educação infantil Significados e sentidos da avaliação na educação infantil Políticas educacionais CNPQ::CIENCIAS HUMANAS::EDUCACAO Education Early childhood education Significances and meanings of assessment in early childhood education Education policies |
title_short |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática |
title_full |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática |
title_fullStr |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática |
title_full_unstemmed |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática |
title_sort |
Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática |
author |
Silva, Dineuza Conceição de Souza |
author_facet |
Silva, Dineuza Conceição de Souza |
author_role |
author |
dc.contributor.none.fl_str_mv |
Garske, Lindalva Maria Novaes http://lattes.cnpq.br/1703129875647473 Garske, Lindalva Maria Novaes 318.149.721-53 http://lattes.cnpq.br/1703129875647473 Cunha, Érika Virgílio Rodrigues da 568.853.421-49 http://lattes.cnpq.br/1583175347126296 318.149.721-53 Oliveira, Daniele Ramos de 338.099.898-27 http://lattes.cnpq.br/6555652901907604 |
dc.contributor.author.fl_str_mv |
Silva, Dineuza Conceição de Souza |
dc.subject.por.fl_str_mv |
Educação Educação infantil Significados e sentidos da avaliação na educação infantil Políticas educacionais CNPQ::CIENCIAS HUMANAS::EDUCACAO Education Early childhood education Significances and meanings of assessment in early childhood education Education policies |
topic |
Educação Educação infantil Significados e sentidos da avaliação na educação infantil Políticas educacionais CNPQ::CIENCIAS HUMANAS::EDUCACAO Education Early childhood education Significances and meanings of assessment in early childhood education Education policies |
description |
This master thesis is a result of a research linked to the research line Teacher Education and Education Public Policies, of the Postgraduate Program in Education of the Human and Social Sciences Institute of the Federal University of Mato Grosso (PPGEdu/ICHS/UFMT). The general objective of the research is to analyze the significances of assessment in Early Childhood Education proposed in the national and municipal documents and their (re)interpretations in the discourses of teaching professionalsintwoEarlyChildhoodEducationMunicipalCenters (CMEI) of Rondonópolis, Mato Gosso. The empiric was composed by federal documents signed by the Minister of Education (MEC), the National Council of Education (CNE) and, within the municipal scope by the Municipal Secretary of Education (SEMED) and still the interviews with 05 (five) teachers who teach in two centers of Early Childhood Education in the city of Rondonópolis-MT. To guide the procedures of the research, the option was for the qualitative research, with a methodological basis on the Policy Cycles, proposed by Stephen Ball and Richard Bowe (1992). The gathering of the research data included document analysis and semi structured interviews. The discourse analysis was conducted basedonthestudiesof Michel Foucault. In the contexts of influence and written production, the analyses indicate that the education policies were elaborated in a scenery of advances of neoliberalism, being marked by international influences, privatist movements, as well as by the fight of social organizations represented by families and education professionals. It was observed that the significances and meanings of assessment in Early Childhood Education proposed in the analyzed documents dialogue with the theoretical studies of assessment in the constructivist/interactionist vision, or respondent constructive, which conceives assessment as a continuous, participative and democratic process. In the reinterpretations of the teachers, in the context of the practice, the analysis enabled determining that, predominantly, assessment is signified as observation of the development of the child and reflection about the pedagogical practice. The discourses reveal that the main difficulties found in the assessment process are related to the records, being the writing of reports pointed out by most of the teachers as the biggest challenge. The speech of the interviewees point out the necessity of more studies andcollectivedebatesaboutassessmentinenvironmentsof continuous teacher education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-24 2021-01-12 2022-11-18T17:52:13Z 2022-11-18T17:52:13Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Dineuza Conceição de Souza. Avaliação na educação infantil: significados propostos em políticas educacionais e suas interpretações no contexto da prática. 2020. 201 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020. http://ri.ufmt.br/handle/1/3633 |
identifier_str_mv |
SILVA, Dineuza Conceição de Souza. Avaliação na educação infantil: significados propostos em políticas educacionais e suas interpretações no contexto da prática. 2020. 201 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020. |
url |
http://ri.ufmt.br/handle/1/3633 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Repositório Institucional da UFMT |
collection |
Repositório Institucional da UFMT |
repository.name.fl_str_mv |
Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
jordanbiblio@gmail.com |
_version_ |
1804648519942799360 |