The significance of school evaluation for fourth grade children

Detalhes bibliográficos
Autor(a) principal: Pereira, Amanda Nogueira
Data de Publicação: 2015
Outros Autores: Freire, Sandra Ferraz de Castillo Dourado
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/4507
Resumo: This paper aims at understanding the imports of school evaluation for fourth-grade children and the relations they establish with their own learning process. Empirical research was conducted with eight children who participated in three focus group meetings, and each gave an individual interview. Results of the analyses of discursive interactions and narratives of two of them suggest that children experience many conceptions of evaluation in school practice. Although the dominant method is applying tests to confer grades, they take a critical stance as to the function of evaluation for learning itself. Complex as it is, the way in which evaluation is conducted seems to participate significantly in the construction of their feeling towards their school experience.
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spelling The significance of school evaluation for fourth grade childrenLa significación de la evaluación para niños de cuarto año primarioA significação da avaliação escolar para crianças do quarto anoAvaliação escolarAprendizagemCriançasAnos iniciaisEvaluación EscolarAprendizajeNiñosEducación primariaSchool EvaluationLearningChildrenElementary educationThis paper aims at understanding the imports of school evaluation for fourth-grade children and the relations they establish with their own learning process. Empirical research was conducted with eight children who participated in three focus group meetings, and each gave an individual interview. Results of the analyses of discursive interactions and narratives of two of them suggest that children experience many conceptions of evaluation in school practice. Although the dominant method is applying tests to confer grades, they take a critical stance as to the function of evaluation for learning itself. Complex as it is, the way in which evaluation is conducted seems to participate significantly in the construction of their feeling towards their school experience.Fue realizado un estudio con niños de cuarto año primario. El objetivo general fue comprender el significado de la evaluación para esos niños y las relaciones que ellos establecen con el proprio aprendizaje. La investigación empírica fue realizada con ocho niños, quienes participaron de tres reuniones de grupo focal y una entrevista individual. Se presenta el análisis de las interacciones discursivas y de las narrativas de dos participantes. Indica que los niños conviven con varias concepciones de evaluación en la práctica escolar cotidiana. Aunque los exámenes sean dominantes, ellos demuestran posicionamientos críticos sobre la función de la evaluación para el proprio aprendizaje. En su complexidad, la conducción de la evaluación parece participar significativamente en la construcción del sentimiento que ellos tienen sobre la experiencia escolarO presente estudo objetiva compreender o significado da avaliação para as crianças de quarto ano e as relações que elas estabelecem com o seu processo de aprendizagem. A pesquisa empírica foi realizada com oito crianças que participaram de três encontros de grupo focal e uma entrevista individual. A análise priorizou as interações discursivas e as narrativas de duas participantes. Resultados sugerem que as crianças convivem com várias concepções de avaliação na prática escolar. Embora seja dominante a prática de testes com vistas à nota, elas demonstram um posicionamento crítico acerca da função da avaliação para a própria aprendizagem. Em sua complexidade, a condução da avaliação parece participar significativamente na construção do sentimento delas sobre a experiência escolar.Faculdade de Educação - Universidade de Brasília2015-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/450710.26512/lc.v21i44.4507Linhas Críticas; Vol. 21 No. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 199-217Linhas Críticas; Vol. 21 Núm. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 199-217Linhas Crí­ticas; v. 21 n. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 199-2171981-04311516-489610.26512/lc.v21i44reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4507/4112Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPereira, Amanda NogueiraFreire, Sandra Ferraz de Castillo Dourado2022-01-13T00:33:43Zoai:ojs.pkp.sfu.ca:article/4507Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-01-13T00:33:43Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv The significance of school evaluation for fourth grade children
La significación de la evaluación para niños de cuarto año primario
A significação da avaliação escolar para crianças do quarto ano
title The significance of school evaluation for fourth grade children
spellingShingle The significance of school evaluation for fourth grade children
Pereira, Amanda Nogueira
Avaliação escolar
Aprendizagem
Crianças
Anos iniciais
Evaluación Escolar
Aprendizaje
Niños
Educación primaria
School Evaluation
Learning
Children
Elementary education
title_short The significance of school evaluation for fourth grade children
title_full The significance of school evaluation for fourth grade children
title_fullStr The significance of school evaluation for fourth grade children
title_full_unstemmed The significance of school evaluation for fourth grade children
title_sort The significance of school evaluation for fourth grade children
author Pereira, Amanda Nogueira
author_facet Pereira, Amanda Nogueira
Freire, Sandra Ferraz de Castillo Dourado
author_role author
author2 Freire, Sandra Ferraz de Castillo Dourado
author2_role author
dc.contributor.author.fl_str_mv Pereira, Amanda Nogueira
Freire, Sandra Ferraz de Castillo Dourado
dc.subject.por.fl_str_mv Avaliação escolar
Aprendizagem
Crianças
Anos iniciais
Evaluación Escolar
Aprendizaje
Niños
Educación primaria
School Evaluation
Learning
Children
Elementary education
topic Avaliação escolar
Aprendizagem
Crianças
Anos iniciais
Evaluación Escolar
Aprendizaje
Niños
Educación primaria
School Evaluation
Learning
Children
Elementary education
description This paper aims at understanding the imports of school evaluation for fourth-grade children and the relations they establish with their own learning process. Empirical research was conducted with eight children who participated in three focus group meetings, and each gave an individual interview. Results of the analyses of discursive interactions and narratives of two of them suggest that children experience many conceptions of evaluation in school practice. Although the dominant method is applying tests to confer grades, they take a critical stance as to the function of evaluation for learning itself. Complex as it is, the way in which evaluation is conducted seems to participate significantly in the construction of their feeling towards their school experience.
publishDate 2015
dc.date.none.fl_str_mv 2015-05-18
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 https://periodicos.unb.br/index.php/linhascriticas/article/view/4507
10.26512/lc.v21i44.4507
url https://periodicos.unb.br/index.php/linhascriticas/article/view/4507
identifier_str_mv 10.26512/lc.v21i44.4507
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4507/4112
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 21 No. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 199-217
Linhas Críticas; Vol. 21 Núm. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 199-217
Linhas Crí­ticas; v. 21 n. 44 (2015): ANTROPOLOGIA E EDUCAÇÃO; 199-217
1981-0431
1516-4896
10.26512/lc.v21i44
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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