Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time”
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Data de Publicação: | 2010 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EDUCAÇÃO: Teoria e Prática |
Texto Completo: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4084 |
Resumo: | This article presents partial findings of a research on assessment in the Initial Literacy Block - BIA. It analyzes the possibilities of the Interventionist Project to contribute to the formative assessment in BIA. One hundred projects from different schools in the Federal District were analyzed, as well as perceptions of teachers, coordinators and supervisors. The project stages and singularities are described and it is defended that developing the project according to the formative assessment requires individualization/differentiation of teaching. Teachers and school coordinators indicated some of the contributions the project has brought, for instance, the monitoring of student performance. They also mentioned the difficulties it has caused to them. Some of the project possibilities have not yet been explored by the schools, for instance: the elimination of the remedial studies in their traditional format, and the organization of the non-graded school. It was found that one of the major needs of the project is “to be embraced by all teachers and especially to be understood by the school principals and coordinators”. |
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EDUCAÇÃO: Teoria e Prática |
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Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time”Projeto Interventivo no Bloco Inicial de Alfabetização no Distrito Federal: “projeto envolvente e que traz resultados a curto prazo”Interventionist Project. Assessment. Initial Literacy Block.Palavras-chaveProjeto Interventivo. Avaliação. Bloco Inicial de Alfabetização.This article presents partial findings of a research on assessment in the Initial Literacy Block - BIA. It analyzes the possibilities of the Interventionist Project to contribute to the formative assessment in BIA. One hundred projects from different schools in the Federal District were analyzed, as well as perceptions of teachers, coordinators and supervisors. The project stages and singularities are described and it is defended that developing the project according to the formative assessment requires individualization/differentiation of teaching. Teachers and school coordinators indicated some of the contributions the project has brought, for instance, the monitoring of student performance. They also mentioned the difficulties it has caused to them. Some of the project possibilities have not yet been explored by the schools, for instance: the elimination of the remedial studies in their traditional format, and the organization of the non-graded school. It was found that one of the major needs of the project is “to be embraced by all teachers and especially to be understood by the school principals and coordinators”.O texto apresenta resultados parciais de uma pesquisa que vem sendo realizada sobre a avaliação no Bloco Inicial de Alfabetização - BIA. Analisam-se as possibilidades de o Projeto Interventivo contribuir para a construção da avaliação formativa no BIA. Para isso analisaram-se 100 Projetos de diferentes escolas do Distrito Federal - DF - e coletaram-se percepções de professores, coordenadores pedagógicos e supervisores. Apresentam-se os momentos e as singularidades desse Projeto. Defende-se a tese de que desenvolvê-lo em consonância com a avaliação formativa pressupõe a individualização/diferenciação do ensino. Professores e coordenadores pedagógicos apontaram as contribuições que o Projeto tem trazido, como o maior acompanhamento do desempenho de cada aluno, e as dificuldades para desenvolvê-lo. As várias possibilidades oferecidas por esse projeto ainda não foram exploradas pelas escolas, como por exemplo: a superação da recuperação de estudos em seu formato tradicional e a organização da escola não-seriada. Constatou-se que uma das maiores necessidades do Projeto é ser “abraçado por todos os professores e principalmente ser entendido pela direção e coordenadores”.Instituto de Biociências - Câmpus de Rio Claro - Unesp2010-09-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDocumento Avaliado por Paresapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4084Educação: Teoria e Prática; Vol. 20 No. 35 (2010); 39Educação: Teoria e Prática; Vol. 20 Núm. 35 (2010); 39Educação: Teoria e Prática; v. 20 n. 35 (2010); 391981-8106reponame:EDUCAÇÃO: Teoria e Práticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4084/3292Villas Boas, Benigna Maria de Freitasinfo:eu-repo/semantics/openAccess2010-09-23T19:49:33Zoai:periodicos.rc.biblioteca.unesp.br:article/4084Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacaoPUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/oairc.ramos@unesp.br || reveduca@rc.unesp.br1981-81061517-9869opendoar:2010-09-23T19:49:33EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” Projeto Interventivo no Bloco Inicial de Alfabetização no Distrito Federal: “projeto envolvente e que traz resultados a curto prazo” |
title |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” |
spellingShingle |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” Villas Boas, Benigna Maria de Freitas Interventionist Project. Assessment. Initial Literacy Block. Palavras-chave Projeto Interventivo. Avaliação. Bloco Inicial de Alfabetização. |
title_short |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” |
title_full |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” |
title_fullStr |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” |
title_full_unstemmed |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” |
title_sort |
Interventionist Project in the Initial Literacy Block - BIA: “engaging project that brings results in short time” |
author |
Villas Boas, Benigna Maria de Freitas |
author_facet |
Villas Boas, Benigna Maria de Freitas |
author_role |
author |
dc.contributor.author.fl_str_mv |
Villas Boas, Benigna Maria de Freitas |
dc.subject.por.fl_str_mv |
Interventionist Project. Assessment. Initial Literacy Block. Palavras-chave Projeto Interventivo. Avaliação. Bloco Inicial de Alfabetização. |
topic |
Interventionist Project. Assessment. Initial Literacy Block. Palavras-chave Projeto Interventivo. Avaliação. Bloco Inicial de Alfabetização. |
description |
This article presents partial findings of a research on assessment in the Initial Literacy Block - BIA. It analyzes the possibilities of the Interventionist Project to contribute to the formative assessment in BIA. One hundred projects from different schools in the Federal District were analyzed, as well as perceptions of teachers, coordinators and supervisors. The project stages and singularities are described and it is defended that developing the project according to the formative assessment requires individualization/differentiation of teaching. Teachers and school coordinators indicated some of the contributions the project has brought, for instance, the monitoring of student performance. They also mentioned the difficulties it has caused to them. Some of the project possibilities have not yet been explored by the schools, for instance: the elimination of the remedial studies in their traditional format, and the organization of the non-graded school. It was found that one of the major needs of the project is “to be embraced by all teachers and especially to be understood by the school principals and coordinators”. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-09-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Documento Avaliado por Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4084 |
url |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4084 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4084/3292 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto de Biociências - Câmpus de Rio Claro - Unesp |
publisher.none.fl_str_mv |
Instituto de Biociências - Câmpus de Rio Claro - Unesp |
dc.source.none.fl_str_mv |
Educação: Teoria e Prática; Vol. 20 No. 35 (2010); 39 Educação: Teoria e Prática; Vol. 20 Núm. 35 (2010); 39 Educação: Teoria e Prática; v. 20 n. 35 (2010); 39 1981-8106 reponame:EDUCAÇÃO: Teoria e Prática instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
EDUCAÇÃO: Teoria e Prática |
collection |
EDUCAÇÃO: Teoria e Prática |
repository.name.fl_str_mv |
EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
rc.ramos@unesp.br || reveduca@rc.unesp.br |
_version_ |
1800215811084779520 |