Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/handle/123456789/37822 |
Resumo: | The evaluation of learning should be seen as an ongoing process and part of the teaching-learning process, because it directs the pedagogical work of the teacher leading him to reflect daily, contributing to monitoring the evolution of the learning of their students. Thus, the theme of this work emerged around some concerns that have arisen regarding the evaluation practices used in the activities of SMEs, specifically in the Studies and Reading Guidance Workshops. Our questions arose during the development of the language design, education and SMEs: space and training of readers, which conducted an investigation around the dynamics of activities developed by the monitors, with respect to planning, implementation, monitoring and evaluation. Thus, the present study has as its main objective: to understand the assessment practices developed in the More Education Program, seeking to identify the assessment tools used in teaching practices in OEL workshops to clarify whether the assessment is fulfilling its educational function. Thus, the study was through qualitative research of exploratory nature, through the analysis of this issue in questionnaires with the coordinators and monitors the program in public elementary schools in the city of Caico-RN and that was the practice of learning assessment of students attending the workshops of OEL. For theoretical basis of the study, we based on the writings of: Teixeira (1961); Darcy (2009); Titton, and Xavier Pacheco (2009); Cavaliere (2010); Moll (2012); Libâneo (1990); Zabala (1998); Perrenoud (1999); Hoffmann (2009); Luckesi (2011), as well as official documents and publications of the Ministry of Education. After analyzing the data, we believe that the evaluation practices developed in SMEs, specifically in OEL workshop, need to be better systematized so that they can support the work of the monitors for the qualification of the teaching and learning process in the perspective of education full. It is noticed that the actors involved are failing to effectively include the conditions for a formative assessment with a view that this is the concept of evaluation adopted by the program |
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Araújo, Lucicleide Maria deBrito, NazineideSoares, Suenyra NóbregaSousa, Gisonaldo Arcanjo deBrito, Nazineide2016-07-05T21:43:12Z2021-09-22T14:14:37Z2016-07-05T21:43:12Z2021-09-22T14:14:37Z2016-06-162012905700https://repositorio.ufrn.br/handle/123456789/37822The evaluation of learning should be seen as an ongoing process and part of the teaching-learning process, because it directs the pedagogical work of the teacher leading him to reflect daily, contributing to monitoring the evolution of the learning of their students. Thus, the theme of this work emerged around some concerns that have arisen regarding the evaluation practices used in the activities of SMEs, specifically in the Studies and Reading Guidance Workshops. Our questions arose during the development of the language design, education and SMEs: space and training of readers, which conducted an investigation around the dynamics of activities developed by the monitors, with respect to planning, implementation, monitoring and evaluation. Thus, the present study has as its main objective: to understand the assessment practices developed in the More Education Program, seeking to identify the assessment tools used in teaching practices in OEL workshops to clarify whether the assessment is fulfilling its educational function. Thus, the study was through qualitative research of exploratory nature, through the analysis of this issue in questionnaires with the coordinators and monitors the program in public elementary schools in the city of Caico-RN and that was the practice of learning assessment of students attending the workshops of OEL. For theoretical basis of the study, we based on the writings of: Teixeira (1961); Darcy (2009); Titton, and Xavier Pacheco (2009); Cavaliere (2010); Moll (2012); Libâneo (1990); Zabala (1998); Perrenoud (1999); Hoffmann (2009); Luckesi (2011), as well as official documents and publications of the Ministry of Education. After analyzing the data, we believe that the evaluation practices developed in SMEs, specifically in OEL workshop, need to be better systematized so that they can support the work of the monitors for the qualification of the teaching and learning process in the perspective of education full. It is noticed that the actors involved are failing to effectively include the conditions for a formative assessment with a view that this is the concept of evaluation adopted by the programA avaliação da aprendizagem deve ser vista como um processo contínuo e integrante do processo de ensino-aprendizagem, pois a mesma direciona o trabalho pedagógico do professor levando-o a refletir diariamente, contribuindo para o acompanhamento da evolução da aprendizagem de seus educandos. Sendo assim, a temática deste trabalho surgiu em torno de algumas inquietações que foram surgindo com relação às práticas avaliativas utilizadas nas atividades do PME, mais especificamente nas Oficinas de Orientação de Estudos e Leituras. Nossas indagações surgiram durante o desenvolvimento do projeto Linguagem, Ensino e o PME: espaço e formação dos leitores, onde realizamos uma investigação em torno da dinâmica de atividades desenvolvidas pelos monitores, com relação ao planejamento, execução, acompanhamento e avaliação. Assim, o presente estudo apresenta como objetivo principal: compreender as práticas avaliativas desenvolvidas no Programa Mais Educação, buscando identificar os instrumentos de avaliação utilizados nas práticas pedagógicas nas oficinas de OEL, visando saber se a avaliação está cumprindo sua função formativa. Assim, o estudo se deu por meio da pesquisa qualitativa de cunho exploratória, mediante a análise da questão presente em questionários aplicados junto aos coordenadores e monitores do programa nas escolas públicas de ensino fundamental, da cidade de Caicó-RN e que tratava da prática de avaliação de aprendizagem dos alunos que frequentavam as oficinas de OEL. Para embasamento teórico do estudo, tomamos por base os escritos de: Teixeira (1961); Darcy (2009); Titton, Xavier e Pacheco (2009); Cavaliere (2010); Moll (2012); Libâneo (1990); Zabala (1998); Perrenoud (1999); Hoffmann (2009); Luckesi (2011), além de documentos e publicações oficiais do Ministério da Educação. Após a análise dos dados, consideramos que as práticas avaliativas desenvolvidas no PME, mais especificamente na oficina de OEL, carecem de uma melhor sistematização a fim de que possam subsidiar o trabalho dos monitores para a qualificação do processo de ensino e aprendizagem na perspectiva da educação integral. Percebe-se que os atores envolvidos, não estão conseguindo contemplar efetivamente as condições para uma avaliação formativa tendo em vista que essa é a concepção de avaliação adotada pelo referido programa.Universidade Federal do Rio Grande do NorteUFRNBrasilPedagogiaEducação Integral.Programa Mais Educação.Práticas avaliativas.Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leiturasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNTEXTAvaliaçãoDeAprendizagem_Araújo_2016.pdf.txtExtracted texttext/plain108450https://repositorio.ufrn.br/bitstream/123456789/37822/1/Avalia%c3%a7%c3%a3oDeAprendizagem_Ara%c3%bajo_2016.pdf.txtbabc294f93758001197fc0085148bbc8MD51LICENSElicense.txttext/plain756https://repositorio.ufrn.br/bitstream/123456789/37822/2/license.txta80a9cda2756d355b388cc443c3d8a43MD52ORIGINALAvaliaçãoDeAprendizagem_Araújo_2016.pdfapplication/pdf873121https://repositorio.ufrn.br/bitstream/123456789/37822/3/Avalia%c3%a7%c3%a3oDeAprendizagem_Ara%c3%bajo_2016.pdf40f4d905604c206292c111c373cd18bdMD53123456789/378222021-09-22 11:14:37.94oai:https://repositorio.ufrn.br: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ório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2021-09-22T14:14:37Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.pr_BR.fl_str_mv |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras |
title |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras |
spellingShingle |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras Araújo, Lucicleide Maria de Educação Integral. Programa Mais Educação. Práticas avaliativas. |
title_short |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras |
title_full |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras |
title_fullStr |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras |
title_full_unstemmed |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras |
title_sort |
Avaliação de aprendizagem no programa mais educação: focalizando as oficinas de orientação de estudos e leituras |
author |
Araújo, Lucicleide Maria de |
author_facet |
Araújo, Lucicleide Maria de |
author_role |
author |
dc.contributor.referees1.none.fl_str_mv |
Brito, Nazineide |
dc.contributor.referees2.none.fl_str_mv |
Soares, Suenyra Nóbrega |
dc.contributor.referees3.none.fl_str_mv |
Sousa, Gisonaldo Arcanjo de |
dc.contributor.author.fl_str_mv |
Araújo, Lucicleide Maria de |
dc.contributor.advisor1.fl_str_mv |
Brito, Nazineide |
contributor_str_mv |
Brito, Nazineide |
dc.subject.pr_BR.fl_str_mv |
Educação Integral. Programa Mais Educação. Práticas avaliativas. |
topic |
Educação Integral. Programa Mais Educação. Práticas avaliativas. |
description |
The evaluation of learning should be seen as an ongoing process and part of the teaching-learning process, because it directs the pedagogical work of the teacher leading him to reflect daily, contributing to monitoring the evolution of the learning of their students. Thus, the theme of this work emerged around some concerns that have arisen regarding the evaluation practices used in the activities of SMEs, specifically in the Studies and Reading Guidance Workshops. Our questions arose during the development of the language design, education and SMEs: space and training of readers, which conducted an investigation around the dynamics of activities developed by the monitors, with respect to planning, implementation, monitoring and evaluation. Thus, the present study has as its main objective: to understand the assessment practices developed in the More Education Program, seeking to identify the assessment tools used in teaching practices in OEL workshops to clarify whether the assessment is fulfilling its educational function. Thus, the study was through qualitative research of exploratory nature, through the analysis of this issue in questionnaires with the coordinators and monitors the program in public elementary schools in the city of Caico-RN and that was the practice of learning assessment of students attending the workshops of OEL. For theoretical basis of the study, we based on the writings of: Teixeira (1961); Darcy (2009); Titton, and Xavier Pacheco (2009); Cavaliere (2010); Moll (2012); Libâneo (1990); Zabala (1998); Perrenoud (1999); Hoffmann (2009); Luckesi (2011), as well as official documents and publications of the Ministry of Education. After analyzing the data, we believe that the evaluation practices developed in SMEs, specifically in OEL workshop, need to be better systematized so that they can support the work of the monitors for the qualification of the teaching and learning process in the perspective of education full. It is noticed that the actors involved are failing to effectively include the conditions for a formative assessment with a view that this is the concept of evaluation adopted by the program |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-07-05T21:43:12Z 2021-09-22T14:14:37Z |
dc.date.available.fl_str_mv |
2016-07-05T21:43:12Z 2021-09-22T14:14:37Z |
dc.date.issued.fl_str_mv |
2016-06-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/bachelorThesis |
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bachelorThesis |
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publishedVersion |
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2012905700 |
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https://repositorio.ufrn.br/handle/123456789/37822 |
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2012905700 |
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https://repositorio.ufrn.br/handle/123456789/37822 |
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Universidade Federal do Rio Grande do Norte |
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UFRN |
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Brasil |
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Pedagogia |
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Universidade Federal do Rio Grande do Norte |
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