Evaluation practices of literacy teachers: paths for reflection
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/38813 |
Resumo: | Studies about the evaluation of learning have contemplated several aspects and factors that affect the evaluation practices of teachers. In this sense, the objective of this research is to investigate the evaluative practices of literacy teachers working in 2nd year classes at a municipal school in Horizonte - Ceará. The work was based on a qualitative investigation with the following methodological procedures for data collection: documentary research and semi-structured interview. With regard to the theoretical-conceptual study, issues related to literacy are addressed Morais (2006), Soares (2013); learning assessment; Luckesi(2011), Vasconcelos( 2006), Hoffmann (2000), Hadji ( 2001) and to evaluative practices, Luckesi (2005), Hoffmann(2005) and Esteban (2002). In short, from the analysis of the data, it was observed that the teachers perceive the evaluation of learning as a permanent practice in the teaching and learning process and report making use of the results in the formative perspective, using different evaluative instruments such as a diagnostic test of reading and writing, portfolios, readings, works with orality among others and didactic-pedagogical approaches. It is also emphasized the importance of expanding the theme of evaluation in continuing education for teachers, in the sense of re-signifying their practices, as well as reflecting on the forms of evaluation, specifically in literacy. |
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Evaluation practices of literacy teachers: paths for reflectionPrácticas de evaluación de los profesores de alfabetización: caminos para la reflexiónPráticas avaliativas de professores alfabetizadores: caminhos para uma reflexãoAlfabetizaçãoAvaliação da aprendizagemPráticas avaliativas.LiteraturaEvaluación del aprendizajePrácticas de evaluación.Literacy Learning assessment Assessment practices.Studies about the evaluation of learning have contemplated several aspects and factors that affect the evaluation practices of teachers. In this sense, the objective of this research is to investigate the evaluative practices of literacy teachers working in 2nd year classes at a municipal school in Horizonte - Ceará. The work was based on a qualitative investigation with the following methodological procedures for data collection: documentary research and semi-structured interview. With regard to the theoretical-conceptual study, issues related to literacy are addressed Morais (2006), Soares (2013); learning assessment; Luckesi(2011), Vasconcelos( 2006), Hoffmann (2000), Hadji ( 2001) and to evaluative practices, Luckesi (2005), Hoffmann(2005) and Esteban (2002). In short, from the analysis of the data, it was observed that the teachers perceive the evaluation of learning as a permanent practice in the teaching and learning process and report making use of the results in the formative perspective, using different evaluative instruments such as a diagnostic test of reading and writing, portfolios, readings, works with orality among others and didactic-pedagogical approaches. It is also emphasized the importance of expanding the theme of evaluation in continuing education for teachers, in the sense of re-signifying their practices, as well as reflecting on the forms of evaluation, specifically in literacy.Los estudios sobre evaluación del aprendizaje han abordado varios aspectos y factores que inciden en las prácticas de evaluación de los docentes. En ese sentido, el objetivo de esta investigación es investigar las prácticas evaluativas de alfabetizadores asignados a clases de 2º año en una escuela municipal de Horizonte - Ceará. Se basó en una investigación cualitativa con los siguientes procedimientos metodológicos para la recolección de datos: investigación documental y entrevista semiestructurada. En lo que respecta al estudio teórico-conceptual, se abordan temas relacionados con la lectoescritura Morais (2006), Soares (2013), evaluación del aprendizaje Luckesi (2011), Vasconcelos (2006), Hoffmann (2000), Hadji (2001) y prácticas evaluativas, Luckesi (2005), Hoffmann (2005) e Esteban (2002). En definitiva, del análisis de los datos, se observó que los docentes perciben la evaluación de los aprendizajes como una práctica permanente en el proceso de enseñanza y aprendizaje y reportan hacer uso de los resultados en una perspectiva formativa, utilizando diferentes instrumentos de evaluación y didáctica- enfoques pedagógicos. También se destaca la importancia de ampliar el tema de la evaluación en la formación permanente de los docentes, en el sentido de resignificar sus prácticas, así como reflexionar sobre las formas de evaluación, específicamente en la lectoescritura.Os estudos acerca da avaliação da aprendizagem têm contemplado diversos aspectos e fatores que incidem nas práticas avaliativas dos professores. Nesse sentido, objetiva-se com essa pesquisa investigar as práticas avaliativas dos professores alfabetizadores lotados em turmas do 2º ano de uma escola da rede municipal de Horizonte – Ceará. O trabalho baseou-se numa investigação qualitativa com os seguintes procedimentos metodológicos para a coleta de dados: pesquisa documental e entrevista semiestruturada. No que se refere ao estudo teórico-conceptual são abordadas questões relativas à alfabetização Morais (2006), Soares (2013); à avaliação da aprendizagem; Luckesi (2011), Vasconcelos (2006), Hoffmann (2000), Hadji (2001) e às práticas avaliativas, Luckesi (2005), Hoffmann (2005) e Esteban (2002). Em suma, a partir da análise dos dados observou-se que as professoras percebem a avaliação da aprendizagem como uma prática permanente no processo de ensino e aprendizagem e relatam fazer uso dos resultados na perspectiva formativa, utilizando diferentes instrumentos avaliativos como teste diagnóstico de leitura e escrita, portfólios, leituras, trabalhos com oralidade dentre outros e abordagens didático-pedagógicas. Ressalta-se ainda a importância da ampliação da temática de avaliação na formação continuada para os professores, no sentido de ressignificar as suas práticas, como também de refletir acerca das formas de avaliação, especificamente na alfabetização.Research, Society and Development2022-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3881310.33448/rsd-v11i17.38813Research, Society and Development; Vol. 11 No. 17; e76111738813Research, Society and Development; Vol. 11 Núm. 17; e76111738813Research, Society and Development; v. 11 n. 17; e761117388132525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/38813/32075Copyright (c) 2022 Raquel de Almeida de Carvalho Kokay; Sandra Maria Tavares Assunção; Thyara Araújo Rodrigues Lavor; Verônica Lopes dos Santos; Andrea Moura da Costa Souza; Igor de Moraes Paimhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKokay, Raquel de Almeida de Carvalho Assunção, Sandra Maria Tavares Lavor, Thyara Araújo Rodrigues Santos, Verônica Lopes dos Souza, Andrea Moura da Costa Paim, Igor de Moraes 2022-12-28T13:53:48Zoai:ojs.pkp.sfu.ca:article/38813Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:52:21.964460Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Evaluation practices of literacy teachers: paths for reflection Prácticas de evaluación de los profesores de alfabetización: caminos para la reflexión Práticas avaliativas de professores alfabetizadores: caminhos para uma reflexão |
title |
Evaluation practices of literacy teachers: paths for reflection |
spellingShingle |
Evaluation practices of literacy teachers: paths for reflection Kokay, Raquel de Almeida de Carvalho Alfabetização Avaliação da aprendizagem Práticas avaliativas. Literatura Evaluación del aprendizaje Prácticas de evaluación. Literacy Learning assessment Assessment practices. |
title_short |
Evaluation practices of literacy teachers: paths for reflection |
title_full |
Evaluation practices of literacy teachers: paths for reflection |
title_fullStr |
Evaluation practices of literacy teachers: paths for reflection |
title_full_unstemmed |
Evaluation practices of literacy teachers: paths for reflection |
title_sort |
Evaluation practices of literacy teachers: paths for reflection |
author |
Kokay, Raquel de Almeida de Carvalho |
author_facet |
Kokay, Raquel de Almeida de Carvalho Assunção, Sandra Maria Tavares Lavor, Thyara Araújo Rodrigues Santos, Verônica Lopes dos Souza, Andrea Moura da Costa Paim, Igor de Moraes |
author_role |
author |
author2 |
Assunção, Sandra Maria Tavares Lavor, Thyara Araújo Rodrigues Santos, Verônica Lopes dos Souza, Andrea Moura da Costa Paim, Igor de Moraes |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Kokay, Raquel de Almeida de Carvalho Assunção, Sandra Maria Tavares Lavor, Thyara Araújo Rodrigues Santos, Verônica Lopes dos Souza, Andrea Moura da Costa Paim, Igor de Moraes |
dc.subject.por.fl_str_mv |
Alfabetização Avaliação da aprendizagem Práticas avaliativas. Literatura Evaluación del aprendizaje Prácticas de evaluación. Literacy Learning assessment Assessment practices. |
topic |
Alfabetização Avaliação da aprendizagem Práticas avaliativas. Literatura Evaluación del aprendizaje Prácticas de evaluación. Literacy Learning assessment Assessment practices. |
description |
Studies about the evaluation of learning have contemplated several aspects and factors that affect the evaluation practices of teachers. In this sense, the objective of this research is to investigate the evaluative practices of literacy teachers working in 2nd year classes at a municipal school in Horizonte - Ceará. The work was based on a qualitative investigation with the following methodological procedures for data collection: documentary research and semi-structured interview. With regard to the theoretical-conceptual study, issues related to literacy are addressed Morais (2006), Soares (2013); learning assessment; Luckesi(2011), Vasconcelos( 2006), Hoffmann (2000), Hadji ( 2001) and to evaluative practices, Luckesi (2005), Hoffmann(2005) and Esteban (2002). In short, from the analysis of the data, it was observed that the teachers perceive the evaluation of learning as a permanent practice in the teaching and learning process and report making use of the results in the formative perspective, using different evaluative instruments such as a diagnostic test of reading and writing, portfolios, readings, works with orality among others and didactic-pedagogical approaches. It is also emphasized the importance of expanding the theme of evaluation in continuing education for teachers, in the sense of re-signifying their practices, as well as reflecting on the forms of evaluation, specifically in literacy. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-21 |
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://rsdjournal.org/index.php/rsd/article/view/38813 10.33448/rsd-v11i17.38813 |
url |
https://rsdjournal.org/index.php/rsd/article/view/38813 |
identifier_str_mv |
10.33448/rsd-v11i17.38813 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/38813/32075 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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 |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 17; e76111738813 Research, Society and Development; Vol. 11 Núm. 17; e76111738813 Research, Society and Development; v. 11 n. 17; e76111738813 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052731659124736 |