Uma análise do alinhamento entre objetivos de aprendizagem e avaliação com professores alfabetizadores da rede municipal de Aracaju

• Autor(a) principal: Santos, Diana Viturino
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/17489
• topic: Educação; Ensino; Aprendizagem; Avaliação educacional; Professores alfabetizadores; Aracaju (SE); Alfabetização; Avaliação da aprendizagem; Alinhamento construtivo; Taxonomia SOLO; Structure of Observed Learning Outcomes Taxonomy (SOLO); Literacy; Learning assessment; Constructive alignment; Taxonomy SOLO; Alfabetización; Evaluación del aprendizaje; Alineamiento constructivo; Taxonomía de SOLO; CIENCIAS HUMANAS::EDUCACAO

Large-scale evaluations indicate that, in Brazil, public school students in particular have an unsatisfactory proficiency in reading and writing. These results provoke analyzes and debates in the political, social and scientific scope, about the quality of literacy offered by the Brazilian public school. The factors that may be associated with the academic performance of students are sought, namely: extracurricular aspects (family and socioeconomic), curricular and methodological paradigms, adequacy or not of the school infrastructure and materials used in literacy, training of(a) teacher(a) literacy(a), among other aspects. This thesis, however, sheds light on the effects of management of the subject in the literacy phase. It is proposed to analyze the relationship between the degree of alignment of the didactic process and the learning results at this stage. For this purpose, the Constructive Alignment model of John Biggs was used. This author, from a neoPiagetian perspective, defends an alignment between learning objectives, teachinglearning activities and assessment tasks as a way of guaranteeing satisfactory performance. The sample is composed of teachers who taught, in the academic year of 2019, in classes of the 2nd year of elementary school, in schools in the municipal education network of Aracaju/SE. A questionnaire was applied to 78 participants (6.19% of all teachers working in the network in 2019) and an analysis was carried out of 104 written tests of Portuguese (680 questions in total) prepared by teachers in the sample. The cognitive taxonomy proposed within the scope of the Constructive Alignment model – SOLO Taxonomy was used as a theoretical framework for the analysis of the issues. In order to relate the data regarding the alignment with the performance of the students of each teacher, were used the results of the in the diagnostic evaluation applied by the Municipal Department of Education. To measure the association between the alignment of the didactic process and the performance in reading and writing, Pearson's correlation test was used. The main results of the research are: The survey through the questionnaire indicated that in 10 didactic processes analyzed 54.5% of the teachers presented up to 3 aligned processes, 32.5% from 4 to 7 aligned processes and 13.0% from 8 to 10 processes aligned. The analysis of the written tests revealed that 84% of the questions correspond to the provisions of the BNCC. There is a prevalence (96%) of items classified in the lowest levels of the cognitive domain of the Taxonomy (unistructural and multistructural), which suggests a predominance of pedagogical practices that lead to a superficial type of learning. Statistical analysis indicated that, in the studied sample, there was no correlation between the alignment of the didactic process and literacy performance (r - 0.005, p> 0.06). Such results point to the need to develop proposals for initial and continuing education that provide opportunities for teachers to re-signify pedagogical practices, especially in the evaluative scope._____________________________________________________