Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE)
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/11932 |
Resumo: | The assessment in the teaching-learning process, specifically of students, has a great prominence that involves discursions for education, as it is important to determine the success and failure of those who learn. With this understanding and considering that several authors emphasize the instruments and methodologies of evaluation by teachers as continuous research action that aims to understand the knowledge, attitudes and abilities of the students, the present monograph aims to analyze the conception and evaluation instruments of teachers from two municipal schools in Lagarto (SE). It is theoretically based on authors such as Luckesi (1999), Hoffmann (2000), Almeida (2012), Esteban (2002), Haydt (1992), among others. It is a research with a qualitative approach, with bias in the case study, using the interview technique, carried out with six lower elementary school teachers. It is known that evaluating students from instruments such as test, exams, exams, projects, projects among others is to have expectations of showing how the students are learning, unfortunately in our country still have to assign grades, even if they are measured as categories , so that the student can prove his knowledge to society, because reality is not always what is defined by instruments but by knowledge and learning. This way, the methodologies that the teachers develop in the room as instruments of evaluation, can bring to the student future consequences, because if a simple reprimand of the teacher can create a trauma, imagine the reprobation? Thus, the teacher has in his hands the authority to review his methodology and instruments to evaluate his students and his evaluation practice. For the schools surveyed, or at least for the teachers, they reconsidered how they evaluate which tools they use to evaluate their students if they are really evaluating without prejudicing them. Taking into account these aspects, it is concluded that the objectives of this research were achieved, as evidenced by the teachers' responses to the conception and evaluation tools. Hence, it is necessary to advance in the studies on the utility of the evaluation in the classroom, in order to achieve improvements in the quality of teaching. |
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França, Vanessa de SouzaVasconcelos, Carlos Alberto2019-09-17T14:54:12Z2019-09-17T14:54:12Z2018-11-07FRANÇA, Vanessa de Souza. Avaliação da aprendizagem: instrumentos avaliativos utilizados por professores do município de Lagarto (SE). 2018. 46 f. TCC (Graduação em Pedagogia) - Universidade Federal de Sergipe, Itabaiana, SE, 2018.http://ri.ufs.br/jspui/handle/riufs/11932The assessment in the teaching-learning process, specifically of students, has a great prominence that involves discursions for education, as it is important to determine the success and failure of those who learn. With this understanding and considering that several authors emphasize the instruments and methodologies of evaluation by teachers as continuous research action that aims to understand the knowledge, attitudes and abilities of the students, the present monograph aims to analyze the conception and evaluation instruments of teachers from two municipal schools in Lagarto (SE). It is theoretically based on authors such as Luckesi (1999), Hoffmann (2000), Almeida (2012), Esteban (2002), Haydt (1992), among others. It is a research with a qualitative approach, with bias in the case study, using the interview technique, carried out with six lower elementary school teachers. It is known that evaluating students from instruments such as test, exams, exams, projects, projects among others is to have expectations of showing how the students are learning, unfortunately in our country still have to assign grades, even if they are measured as categories , so that the student can prove his knowledge to society, because reality is not always what is defined by instruments but by knowledge and learning. This way, the methodologies that the teachers develop in the room as instruments of evaluation, can bring to the student future consequences, because if a simple reprimand of the teacher can create a trauma, imagine the reprobation? Thus, the teacher has in his hands the authority to review his methodology and instruments to evaluate his students and his evaluation practice. For the schools surveyed, or at least for the teachers, they reconsidered how they evaluate which tools they use to evaluate their students if they are really evaluating without prejudicing them. Taking into account these aspects, it is concluded that the objectives of this research were achieved, as evidenced by the teachers' responses to the conception and evaluation tools. Hence, it is necessary to advance in the studies on the utility of the evaluation in the classroom, in order to achieve improvements in the quality of teaching.A avaliação no processo de ensino-aprendizagem, especificamente de alunos, possui grande destaque, que envolve discussões para a educação, pois é importante para determinar o sucesso e o fracasso daqueles que aprendem. Com esta compreensão e tendo em vista que diversos autores enfatizam os instrumentos e metodologias de avaliação por professores como ação contínua de investigação que visa compreender os conhecimentos, atitudes e habilidades dos alunos, a presente monografia tem como objetivo analisar a concepção e os instrumentos de avaliação dos professores de duas escolas municipais de Lagarto (SE). Está fundamentada teoricamente em autores como Luckesi (1999), Hoffmann (2000), Almeida (2012), Esteban (2002) e Haydt (1992), entre outros. É uma pesquisa com abordagem qualitativa, com viés no estudo de caso, com emprego da técnica de entrevista, realizada com seis professoras do ensino fundamental menor. Sabe-se que avaliar os estudantes a partir de instrumentos como provas testes, exames, trabalhos e projetos, entre outros, é ter expectativas de mostrar como está a aprendizagem dos alunos. Infelizmente no nosso país ainda é preciso atribuir notas, mesmo que sejam medidas como categorias, para que o aluno comprove seus conhecimentos para a sociedade, ainda que a realidade nem sempre seja o que está definido por instrumentos, mas sim pelo conhecimento e aprendizado. Desta feita, as metodologias que os professores desenvolvem em sala como instrumentos de avaliação podem trazer para o aluno consequências futuras, pois, se uma simples repreensão do professor pode criar um trauma, imagine a reprovação? Sendo assim, o professor tem em suas mãos a autoridade de rever sua metodologia e instrumentos para avaliar seus alunos e sua prática avaliativa. Para as escolas pesquisadas ou pelo menos para as professoras, a pesquisa permitiu pensar sobre o modo como avaliam, que instrumentos utilizam para avaliar seus alunos, e se realmente estão avaliando sem prejudicá-los. Levando em conta esses aspectos, concluiu-se que os objetivos da pesquisa foram alcançados, comprovados pelas respostas das professoras em relação à concepção e aos instrumentos avaliativos. Daí, é necessário avançar nos estudos sobre a utilidade da avaliação na sala de aula para dessa forma alcançar melhorias na qualidade do ensino.Itabaiana, SEporAvaliaçãoEnsino-aprendizagemInstrumentos de avaliaçãoProfessoresEvaluationTeaching-learningTeacher conceptionEvaluation toolsCIENCIAS HUMANAS::EDUCACAOAvaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisUFSDEDI - Departamento de Educação – Itabaiana - Presencialreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTVanessa_Souza_França.pdf.txtVanessa_Souza_França.pdf.txtExtracted texttext/plain95679https://ri.ufs.br/jspui/bitstream/riufs/11932/3/Vanessa_Souza_Fran%c3%a7a.pdf.txta81b44412efbe7b4389f907c0d828601MD53THUMBNAILVanessa_Souza_França.pdf.jpgVanessa_Souza_França.pdf.jpgGenerated Thumbnailimage/jpeg1241https://ri.ufs.br/jspui/bitstream/riufs/11932/4/Vanessa_Souza_Fran%c3%a7a.pdf.jpgbb7df8b646966b8fd8820e01acd9a610MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/11932/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALVanessa_Souza_França.pdfVanessa_Souza_França.pdfapplication/pdf547516https://ri.ufs.br/jspui/bitstream/riufs/11932/2/Vanessa_Souza_Fran%c3%a7a.pdfc25c8e3c5cfdc62b27c6ba881afdbb3bMD52riufs/119322019-09-17 11:54:18.067oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2019-09-17T14:54:18Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) |
title |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) |
spellingShingle |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) França, Vanessa de Souza Avaliação Ensino-aprendizagem Instrumentos de avaliação Professores Evaluation Teaching-learning Teacher conception Evaluation tools CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) |
title_full |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) |
title_fullStr |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) |
title_full_unstemmed |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) |
title_sort |
Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE) |
author |
França, Vanessa de Souza |
author_facet |
França, Vanessa de Souza |
author_role |
author |
dc.contributor.author.fl_str_mv |
França, Vanessa de Souza |
dc.contributor.advisor1.fl_str_mv |
Vasconcelos, Carlos Alberto |
contributor_str_mv |
Vasconcelos, Carlos Alberto |
dc.subject.por.fl_str_mv |
Avaliação Ensino-aprendizagem Instrumentos de avaliação Professores |
topic |
Avaliação Ensino-aprendizagem Instrumentos de avaliação Professores Evaluation Teaching-learning Teacher conception Evaluation tools CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Evaluation Teaching-learning Teacher conception Evaluation tools |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The assessment in the teaching-learning process, specifically of students, has a great prominence that involves discursions for education, as it is important to determine the success and failure of those who learn. With this understanding and considering that several authors emphasize the instruments and methodologies of evaluation by teachers as continuous research action that aims to understand the knowledge, attitudes and abilities of the students, the present monograph aims to analyze the conception and evaluation instruments of teachers from two municipal schools in Lagarto (SE). It is theoretically based on authors such as Luckesi (1999), Hoffmann (2000), Almeida (2012), Esteban (2002), Haydt (1992), among others. It is a research with a qualitative approach, with bias in the case study, using the interview technique, carried out with six lower elementary school teachers. It is known that evaluating students from instruments such as test, exams, exams, projects, projects among others is to have expectations of showing how the students are learning, unfortunately in our country still have to assign grades, even if they are measured as categories , so that the student can prove his knowledge to society, because reality is not always what is defined by instruments but by knowledge and learning. This way, the methodologies that the teachers develop in the room as instruments of evaluation, can bring to the student future consequences, because if a simple reprimand of the teacher can create a trauma, imagine the reprobation? Thus, the teacher has in his hands the authority to review his methodology and instruments to evaluate his students and his evaluation practice. For the schools surveyed, or at least for the teachers, they reconsidered how they evaluate which tools they use to evaluate their students if they are really evaluating without prejudicing them. Taking into account these aspects, it is concluded that the objectives of this research were achieved, as evidenced by the teachers' responses to the conception and evaluation tools. Hence, it is necessary to advance in the studies on the utility of the evaluation in the classroom, in order to achieve improvements in the quality of teaching. |
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2018 |
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2018-11-07 |
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2019-09-17T14:54:12Z |
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2019-09-17T14:54:12Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/bachelorThesis |
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bachelorThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FRANÇA, Vanessa de Souza. Avaliação da aprendizagem: instrumentos avaliativos utilizados por professores do município de Lagarto (SE). 2018. 46 f. TCC (Graduação em Pedagogia) - Universidade Federal de Sergipe, Itabaiana, SE, 2018. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/11932 |
identifier_str_mv |
FRANÇA, Vanessa de Souza. Avaliação da aprendizagem: instrumentos avaliativos utilizados por professores do município de Lagarto (SE). 2018. 46 f. TCC (Graduação em Pedagogia) - Universidade Federal de Sergipe, Itabaiana, SE, 2018. |
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http://ri.ufs.br/jspui/handle/riufs/11932 |
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