A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/20684 |
Resumo: | This study is part of Research Line No. 2 (LP 2), Pedagogical Management and Educational Contexts, of the Professional Master in Public Policy and Educational Management, of the Center for Postgraduate Program in Public Policy and Educational Management (PPPG), of Education, Federal University of Santa Maria (UFSM). The central focus is external evaluations and the organization of pedagogical work in the literacy block. As a general objective, we seek to understand the organization of pedagogical work in the literacy block facing external evaluations in a public school. Specific objectives are: to recognize the demands and demands that involve the organization of pedagogical work in the literacy block, in view of the quality indices and educational policies of government; identify the repercussions of external evaluations on the organization of the pedagogical work of the literacy block teachers; know the conceptions of teachers working in the literacy block about the current external evaluations; to know the managers' conceptions about the current external evaluations and to problematize the implementation of the large scale evaluations from pedagogical meetings in the literacy block. We use as theoretical assumptions the studies of: Ferreiro (1999), Mortatti (2004, 2000), Lück (2008a, 2008b, 2009, 2014), Libâneo, Oliveira and Toschi (2012), Bolzan (2006, 2007, 2009, 2011), Marcelo Garcia (1999, 2013), Hoffmann (1993, 2005, 2014), and Perrenoud (1999, 2002). The study is characterized as a qualitative research of the case study type, having as base of studies, the description and analysis of pedagogical meetings with the subjects involved, being these the teachers of the literacy block and the pedagogical coordinator of the researched school. For data collection, questionnaires, documentary analysis of the Pedagogical Political Project (PPP) and pedagogical meetings were used. The descriptive and interpretative process of the findings was based on the teachers' narratives in six meetings, which allowed the construction of a large category: the educational policies of government. These policies are made up of two categorical dimensions: the organization of pedagogical work in the literacy block and external learning assessments. The discussions of both dimensions were permeated by a single transversal axis: teaching, which is the key point of this study. Thus, we show that external learning assessments have contributed little or nothing to students' learning, as they do not respect the rhythms and needs of students. Also the ANA Exam has not presented a return to school, which makes it difficult to organize teaching work. The teachers also expressed the need for a shared work within the institution that favors dialogue, the exchange of experiences and the reflection of the practice. The study and the analysis of the findings allowed us to understand the relationship between external evaluations applied in the first three years of elementary school and the organization of teaching pedagogical work, discussing the public educational policies, the specific training activities for literacy and the need of shared work at school. |
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2021-04-26T13:41:49Z2021-04-26T13:41:49Z2019-10-17http://repositorio.ufsm.br/handle/1/20684This study is part of Research Line No. 2 (LP 2), Pedagogical Management and Educational Contexts, of the Professional Master in Public Policy and Educational Management, of the Center for Postgraduate Program in Public Policy and Educational Management (PPPG), of Education, Federal University of Santa Maria (UFSM). The central focus is external evaluations and the organization of pedagogical work in the literacy block. As a general objective, we seek to understand the organization of pedagogical work in the literacy block facing external evaluations in a public school. Specific objectives are: to recognize the demands and demands that involve the organization of pedagogical work in the literacy block, in view of the quality indices and educational policies of government; identify the repercussions of external evaluations on the organization of the pedagogical work of the literacy block teachers; know the conceptions of teachers working in the literacy block about the current external evaluations; to know the managers' conceptions about the current external evaluations and to problematize the implementation of the large scale evaluations from pedagogical meetings in the literacy block. We use as theoretical assumptions the studies of: Ferreiro (1999), Mortatti (2004, 2000), Lück (2008a, 2008b, 2009, 2014), Libâneo, Oliveira and Toschi (2012), Bolzan (2006, 2007, 2009, 2011), Marcelo Garcia (1999, 2013), Hoffmann (1993, 2005, 2014), and Perrenoud (1999, 2002). The study is characterized as a qualitative research of the case study type, having as base of studies, the description and analysis of pedagogical meetings with the subjects involved, being these the teachers of the literacy block and the pedagogical coordinator of the researched school. For data collection, questionnaires, documentary analysis of the Pedagogical Political Project (PPP) and pedagogical meetings were used. The descriptive and interpretative process of the findings was based on the teachers' narratives in six meetings, which allowed the construction of a large category: the educational policies of government. These policies are made up of two categorical dimensions: the organization of pedagogical work in the literacy block and external learning assessments. The discussions of both dimensions were permeated by a single transversal axis: teaching, which is the key point of this study. Thus, we show that external learning assessments have contributed little or nothing to students' learning, as they do not respect the rhythms and needs of students. Also the ANA Exam has not presented a return to school, which makes it difficult to organize teaching work. The teachers also expressed the need for a shared work within the institution that favors dialogue, the exchange of experiences and the reflection of the practice. The study and the analysis of the findings allowed us to understand the relationship between external evaluations applied in the first three years of elementary school and the organization of teaching pedagogical work, discussing the public educational policies, the specific training activities for literacy and the need of shared work at school.Este estudo insere-se na Linha de Pesquisa nº 2 (LP 2), Gestão pedagógica e contextos educativos, do Mestrado Profissional em Políticas Públicas e Gestão Educacional, do Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional (PPPG), do Centro de Educação, da Universidade Federal de Santa Maria (UFSM). O foco central são as avaliações externas e a organização do trabalho pedagógico no bloco de alfabetização. Como objetivo geral, buscamos compreender a organização do trabalho pedagógico no bloco de alfabetização diante das avaliações externas em uma escola da rede pública de ensino. São objetivos específicos: reconhecer as exigências e demandas que envolvem a organização do trabalho pedagógico no bloco de alfabetização, frente aos índices de qualidade e às políticas educacionais de governo; identificar as repercussões das avaliações externas na organização do trabalho pedagógico dos professores do bloco de alfabetização; conhecer as concepções dos professores que atuam no bloco de alfabetização acerca das atuais avaliações externas; conhecer as concepções dos gestores sobre as atuais avaliações externas e problematizar a implantação das avaliações em larga escala a partir de reuniões pedagógicas no bloco de alfabetização. Utilizamos, como pressupostos teóricos, os estudos de: Ferreiro (1999), Mortatti (2004, 2000), Lück (2008a, 2008b, 2009, 2014), Libâneo, Oliveira e Toschi (2012), Bolzan (2006, 2007, 2009, 2011), Marcelo Garcia (1999, 2013), Hoffmann (1993, 2005, 2014), e Perrenoud (1999, 2002). O estudo caracteriza-se como uma pesquisa qualitativa do tipo estudo de caso, tendo, como base de estudos, a descrição e análise de reuniões pedagógicas com os sujeitos envolvidos, sendo estes as professoras do bloco de alfabetização e a coordenadora pedagógica da escola pesquisada. Para a coleta de dados utilizou-se questionários, análise documental do Projeto Político Pedagógico (PPP) e reuniões pedagógicas. Para o processo descritivo e interpretativo dos achados partiu-se das narrativas das professoras em seis encontros, o que permitiu a construção de uma grande categoria: as políticas educacionais de governo. Essas políticas são constituídas por duas dimensões categoriais: a organização do trabalho pedagógico no bloco de alfabetização e as avaliações externas de aprendizagem. As discussões de ambas as dimensões foram permeadas por um único eixo transversal: a docência, que se configura como o ponto chave desse estudo. Assim, evidenciamos que as avaliações externas de aprendizagem pouco ou nada têm contribuído para a aprendizagem dos alunos, já que não respeitam os ritmos e as necessidades dos estudantes. Também a Prova ANA, não tem apresentado um retorno à escola, o que dificulta a organização do trabalho docente. As professoras também manifestaram a necessidade de um trabalho compartilhado, dentro da instituição, que favoreça o diálogo, a troca de experiências e a reflexão da prática. O estudo realizado e a análise dos achados nos permitiram compreender a relação entre as avaliações externas aplicadas nos três primeiros anos do ensino fundamental e a organização do trabalho pedagógico docente, problematizando sobre as políticas públicas educacionais, as atividades formativas específicas para a alfabetização e a necessidade do trabalho compartilhado na escola.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAvaliações em larga escalaEducação básicaBloco de alfabetizaçãoFormação de professoresLarge-scale evaluationsBasic educationLiteracy blockTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOA organização do trabalho pedagógico: avaliações externas no bloco de alfabetizaçãoThe organization of pedagogical work: external evaluations in the literacy blockinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Dickel, AdrianaHenz, Celso IlgoPowaczuk, Ana Carla Hollweghttp://lattes.cnpq.br/8709868097662705Cardoso, Gabriela Cedalia700800000006600600600600600600b44424f4-3a2c-42d2-af99-762aa9d1acdefc40ad55-569d-4003-a1e8-fba7f78dbc86b863e9fb-1e87-40ab-b0ab-3600bb458c2e70a226f5-2cb4-4478-859a-30cb35f3c84b100ce21c-ae67-41f9-93cd-4413e783871breponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2019_CARDOSO_GABRIELA.pdfDIS_PPGPPGE_2019_CARDOSO_GABRIELA.pdfDissertaçãoapplication/pdf2453965http://repositorio.ufsm.br/bitstream/1/20684/1/DIS_PPGPPGE_2019_CARDOSO_GABRIELA.pdf30e01cfc0bf2795858d36aec9a057eabMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização |
dc.title.alternative.eng.fl_str_mv |
The organization of pedagogical work: external evaluations in the literacy block |
title |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização |
spellingShingle |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização Cardoso, Gabriela Cedalia Avaliações em larga escala Educação básica Bloco de alfabetização Formação de professores Large-scale evaluations Basic education Literacy block Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização |
title_full |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização |
title_fullStr |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização |
title_full_unstemmed |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização |
title_sort |
A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização |
author |
Cardoso, Gabriela Cedalia |
author_facet |
Cardoso, Gabriela Cedalia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Dickel, Adriana |
dc.contributor.referee2.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.referee3.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8709868097662705 |
dc.contributor.author.fl_str_mv |
Cardoso, Gabriela Cedalia |
contributor_str_mv |
Bolzan, Doris Pires Vargas Dickel, Adriana Henz, Celso Ilgo Powaczuk, Ana Carla Hollweg |
dc.subject.por.fl_str_mv |
Avaliações em larga escala Educação básica Bloco de alfabetização Formação de professores |
topic |
Avaliações em larga escala Educação básica Bloco de alfabetização Formação de professores Large-scale evaluations Basic education Literacy block Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Large-scale evaluations Basic education Literacy block Teacher training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is part of Research Line No. 2 (LP 2), Pedagogical Management and Educational Contexts, of the Professional Master in Public Policy and Educational Management, of the Center for Postgraduate Program in Public Policy and Educational Management (PPPG), of Education, Federal University of Santa Maria (UFSM). The central focus is external evaluations and the organization of pedagogical work in the literacy block. As a general objective, we seek to understand the organization of pedagogical work in the literacy block facing external evaluations in a public school. Specific objectives are: to recognize the demands and demands that involve the organization of pedagogical work in the literacy block, in view of the quality indices and educational policies of government; identify the repercussions of external evaluations on the organization of the pedagogical work of the literacy block teachers; know the conceptions of teachers working in the literacy block about the current external evaluations; to know the managers' conceptions about the current external evaluations and to problematize the implementation of the large scale evaluations from pedagogical meetings in the literacy block. We use as theoretical assumptions the studies of: Ferreiro (1999), Mortatti (2004, 2000), Lück (2008a, 2008b, 2009, 2014), Libâneo, Oliveira and Toschi (2012), Bolzan (2006, 2007, 2009, 2011), Marcelo Garcia (1999, 2013), Hoffmann (1993, 2005, 2014), and Perrenoud (1999, 2002). The study is characterized as a qualitative research of the case study type, having as base of studies, the description and analysis of pedagogical meetings with the subjects involved, being these the teachers of the literacy block and the pedagogical coordinator of the researched school. For data collection, questionnaires, documentary analysis of the Pedagogical Political Project (PPP) and pedagogical meetings were used. The descriptive and interpretative process of the findings was based on the teachers' narratives in six meetings, which allowed the construction of a large category: the educational policies of government. These policies are made up of two categorical dimensions: the organization of pedagogical work in the literacy block and external learning assessments. The discussions of both dimensions were permeated by a single transversal axis: teaching, which is the key point of this study. Thus, we show that external learning assessments have contributed little or nothing to students' learning, as they do not respect the rhythms and needs of students. Also the ANA Exam has not presented a return to school, which makes it difficult to organize teaching work. The teachers also expressed the need for a shared work within the institution that favors dialogue, the exchange of experiences and the reflection of the practice. The study and the analysis of the findings allowed us to understand the relationship between external evaluations applied in the first three years of elementary school and the organization of teaching pedagogical work, discussing the public educational policies, the specific training activities for literacy and the need of shared work at school. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-10-17 |
dc.date.accessioned.fl_str_mv |
2021-04-26T13:41:49Z |
dc.date.available.fl_str_mv |
2021-04-26T13:41:49Z |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/20684 |
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http://repositorio.ufsm.br/handle/1/20684 |
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por |
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por |
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700800000006 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
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1801223723838078976 |