Avaliação na educação profissional técnica de nível médio

• Autor(a) principal: Cruz, Luana Gomes
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/25073
• topic: educação profissional; avaliação; formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM

This research aimed to investigate the evaluative practices carried out by the Technical Course teachers. The intention was analyze the extent to which the practices include the proposed evaluation guidelines institutionally. This analysis was performed based on the understanding of the teachers of two Senac (National Service of Commercial Education) sites, in Osasco city and Lapa district (São Paulo - SP). For the accomplishment of the research, we chose a mixed approach (quantitative and qualitative) and adopted the following methodological procedures: documentary study, application of questionnaires and interviews with teachers. The theoretical framework used was based on the different ways of understanding the evaluative process and its contributions to the students learning and evolution, among them: Hoffmann (1999, 2009, 2013), Mizukami (1986), Perrenoud (1998) and Weisz (2002), and in studies on the different conceptions of teacher learning, based on the relationship between knowledge and educational practice. We find that all teachers know the institutional documents and speak clearly about the proposal, but they carry out an evaluation by measure and verification. Another point to emphasize is that many consider the students commitment as the main criterion of approval.