Analysis of pedagogical project in narratives of self-assessment

• Autor(a) principal: Carvalho, Marie Jane Soares
• Data de Publicação: 2013
• Outros Autores: Rella, Eliana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ETD - Educação Temática Digital
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/1287
• topic: Self-assessment. Pedagogical project. Narratives. E-portfolio assessment. Learning. Distance education; Análise de projeto pedagógico em curso na modalidade a distância para formação de professores; Autoevaluación. Proyecto pedagógico. Narrativas. E-cartera. Aprendizaje. Educación a distancia.; Análise de projeto pedagógico em curso na modalidade a distância para formação de professores; Autoavaliação. Projeto pedagógico. Narrativas. E-portfólio. Aprendizagem. Educação a distância.; Análise de projeto pedagógico em curso na modalidade a distância para formação de professores

 This analysis addresses the scope and limitations of the pedagogical project of a pedagogy course in distance education. The course is aimed at under-certified practicing teachers. The analysis takes into consideration the quality and effectiveness of narratives about learning to answer the question concerning the relevance attributed to self-assessment. A sample of final year learning portfolios was used. Regarding the achievements, results point to the evidence of steadiness in the core faculty; responsive teaching team; evidence of meta-reflection in the narratives; balance between theory and practice; responsiveness of students to the interventions of the teaching staff in their activities; interdisciplinary; limitations indicate that direct counter-argument of students to intervention of the teaching team is meaningless; teaching experience is predominantly focused on classroom practice and cognitive aspects; there is insignificant socio-political approach in the syllabus as well as minimum investment in collaborative work. There have been important advances such as interdisciplinary and meta-reflective development. Yet, there are limitations such as inexpressive peer collaboration and circumscription of the pedagogical project regarding classroom actions.