Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019)
| Autor(a) principal: | |
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| Data de Publicação: | 2021 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Revista de Gestão e Avaliação Educacional |
| Texto Completo: | http://periodicos.ufsm.br/regae/article/view/e55396 |
Resumo: | This essay aims analyse the academic production on classroom assessment with a focus on the perceptions and representations of basic education brazilian teachers. For this, doctoral dissertations and master’s theses made available at digital platform BDTD, published between 2009-2019, were analyzed. The hegemony of a constructivist theoretical perspective of assessment for learning was observed, directing the academic debate. In the analytical field, qualitative research and case studies predominate that converge in their conclusions for the verification of a social thought whose perceptions are close to a traditional summative assessment, highlighting the difficulties of teachers to incorporate in them practices the proposals contemporary of assessment as learning.Key-words: classroom assessment; review study; social representations. |
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Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019)Percepções e representações sociais de professores acerca de avaliação da aprendizagem: um estudo das produções em teses e dissertações (2009-2019)Avaliação da aprendizagemestudo de revisãorepresentações sociaisThis essay aims analyse the academic production on classroom assessment with a focus on the perceptions and representations of basic education brazilian teachers. For this, doctoral dissertations and master’s theses made available at digital platform BDTD, published between 2009-2019, were analyzed. The hegemony of a constructivist theoretical perspective of assessment for learning was observed, directing the academic debate. In the analytical field, qualitative research and case studies predominate that converge in their conclusions for the verification of a social thought whose perceptions are close to a traditional summative assessment, highlighting the difficulties of teachers to incorporate in them practices the proposals contemporary of assessment as learning.Key-words: classroom assessment; review study; social representations.O estudo teve por objetivo mapear a produção sobre avaliação com foco nas percepções e representações dos professores da educação básica. Para isso foram analisadas dissertações e teses disponibilizadas na BDTD, publicadas entre o período 2009-2019. Observou-se a hegemonia de uma perspectiva teórica construtivista de avaliação formativa direcionando o debate acadêmico. Predominam, no campo analítico, pesquisas qualitativas e estudos de caso que convergem, em suas conclusões, para a constatação de um pensamento social cujas percepções se aproximam de uma pedagogia avaliativa tradicional, destacando as dificuldades dos professores de incorporar os ideais pedagógicos contemporâneos.Palavras-chave: avaliação da aprendizagem; estudo de revisão; representações sociais. Universidade Federal de Santa Maria2021-01-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/regae/article/view/e5539610.5902/2318133855396Regae: Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e55396, p. 1-21Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e55396, p. 1-212318-13382176-2171reponame:Revista de Gestão e Avaliação Educacionalinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/regae/article/view/e55396/pdfCopyright (c) 2021 Revista de Gestão e Avaliação Educacionalinfo:eu-repo/semantics/openAccessMota, DiegoMamede-Neves, Maria Apparecida Campos2021-12-07T13:02:09Zoai:ojs.pkp.sfu.ca:article/55396Revistahttps://periodicos.ufsm.br/regaePUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/regae/oai||revistaregae@gmail.com2318-13382176-2171opendoar:2021-12-07T13:02:09Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM)false |
| dc.title.none.fl_str_mv |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) Percepções e representações sociais de professores acerca de avaliação da aprendizagem: um estudo das produções em teses e dissertações (2009-2019) |
| title |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) |
| spellingShingle |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) Mota, Diego Avaliação da aprendizagem estudo de revisão representações sociais |
| title_short |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) |
| title_full |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) |
| title_fullStr |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) |
| title_full_unstemmed |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) |
| title_sort |
Perceptions and social representations of teachers about classroom assessment: a study of revision in brazilian master's theses and doctoral dissertations (2009-2019) |
| author |
Mota, Diego |
| author_facet |
Mota, Diego Mamede-Neves, Maria Apparecida Campos |
| author_role |
author |
| author2 |
Mamede-Neves, Maria Apparecida Campos |
| author2_role |
author |
| dc.contributor.author.fl_str_mv |
Mota, Diego Mamede-Neves, Maria Apparecida Campos |
| dc.subject.por.fl_str_mv |
Avaliação da aprendizagem estudo de revisão representações sociais |
| topic |
Avaliação da aprendizagem estudo de revisão representações sociais |
| description |
This essay aims analyse the academic production on classroom assessment with a focus on the perceptions and representations of basic education brazilian teachers. For this, doctoral dissertations and master’s theses made available at digital platform BDTD, published between 2009-2019, were analyzed. The hegemony of a constructivist theoretical perspective of assessment for learning was observed, directing the academic debate. In the analytical field, qualitative research and case studies predominate that converge in their conclusions for the verification of a social thought whose perceptions are close to a traditional summative assessment, highlighting the difficulties of teachers to incorporate in them practices the proposals contemporary of assessment as learning.Key-words: classroom assessment; review study; social representations. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-01-08 |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/regae/article/view/e55396 10.5902/2318133855396 |
| url |
http://periodicos.ufsm.br/regae/article/view/e55396 |
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10.5902/2318133855396 |
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por |
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por |
| dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/regae/article/view/e55396/pdf |
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Copyright (c) 2021 Revista de Gestão e Avaliação Educacional info:eu-repo/semantics/openAccess |
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Copyright (c) 2021 Revista de Gestão e Avaliação Educacional |
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openAccess |
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application/pdf |
| dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
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Universidade Federal de Santa Maria |
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Regae: Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e55396, p. 1-21 Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e55396, p. 1-21 2318-1338 2176-2171 reponame:Revista de Gestão e Avaliação Educacional instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Revista de Gestão e Avaliação Educacional |
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Revista de Gestão e Avaliação Educacional |
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Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM) |
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