Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7596 |
Resumo: | The present study aimed to analyze the representation, participation and evaluation of learning from the multiple glances of the subjects that compose the space of the class council. It sought to understand how the participation and/or representation of students in the class council contributes to the assessment of learning and to democratic management in school. It was based on the assumption that the class council as a collective space with student participation can promote fairer and more democratic evaluation processes in school, as more dialogue and interaction is established between the subjects that make up the teaching and learning process. Based on the qualitative methodology, specifically in a case study, the research was carried out at the College of Application of the Federal University of Pernambuco, which has a class council with participation and representation of students. We did an analysis of the school documents pertinent to the standardization and functioning of the class council, as well as analyzed the Institutionalized Educational Political Project (PPPI) of the school institution, and also did interviews with teachers and with students representing classes of the 9th year of Elementary School of the Final Years, 2nd year and 3rd year of High School, and also observed some meetings of the class council during the academic year of 2016. The analysis of the data was carried out from the perspective of the technique of content analysis, taking the express messages explicit and Implicit in the documents and speeches and in the observations as source of the categories presented in this work. The class council is configured as a privileged space for analysis, dialogue and monitoring of student learning. Supported by the organization and the way of functioning that opens space for the student to participate, it becomes a space of conflict and dispute, but also of dialogue and negotiation between the subjects of the teaching and learning process, in that sense, the class council Besides being configured as a space to evaluate learning and teaching practices, is also a political space. And although the student participation in this collective space of evaluation is more in the form of presence than as an engagement, it is possible to observe that this participatory exercise succeeds in favoring the construction of more democratic processes in the school and collaborating so that the evaluation of the learning assumes the perspective To act in a more dialogic and formative way. |
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ABRANCHES, Ana de Fátima Pereira de SousaSANTOS, Ana Lúcia Félix dosAZEVEDO, Janete Maria Lins deOLIVEIRA, Gilvaneide Ferreira dehttp://lattes.cnpq.br/3358304353543579MAGNATA, Rubia Cavalcante Vicente2018-09-25T14:06:00Z2017-06-01MAGNATA, Rubia Cavalcante Vicente. Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola. 2017. 203 f. Dissertação (Programa de Pós-Graduação Associado em Educação, Culturas e Identidades) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7596The present study aimed to analyze the representation, participation and evaluation of learning from the multiple glances of the subjects that compose the space of the class council. It sought to understand how the participation and/or representation of students in the class council contributes to the assessment of learning and to democratic management in school. It was based on the assumption that the class council as a collective space with student participation can promote fairer and more democratic evaluation processes in school, as more dialogue and interaction is established between the subjects that make up the teaching and learning process. Based on the qualitative methodology, specifically in a case study, the research was carried out at the College of Application of the Federal University of Pernambuco, which has a class council with participation and representation of students. We did an analysis of the school documents pertinent to the standardization and functioning of the class council, as well as analyzed the Institutionalized Educational Political Project (PPPI) of the school institution, and also did interviews with teachers and with students representing classes of the 9th year of Elementary School of the Final Years, 2nd year and 3rd year of High School, and also observed some meetings of the class council during the academic year of 2016. The analysis of the data was carried out from the perspective of the technique of content analysis, taking the express messages explicit and Implicit in the documents and speeches and in the observations as source of the categories presented in this work. The class council is configured as a privileged space for analysis, dialogue and monitoring of student learning. Supported by the organization and the way of functioning that opens space for the student to participate, it becomes a space of conflict and dispute, but also of dialogue and negotiation between the subjects of the teaching and learning process, in that sense, the class council Besides being configured as a space to evaluate learning and teaching practices, is also a political space. And although the student participation in this collective space of evaluation is more in the form of presence than as an engagement, it is possible to observe that this participatory exercise succeeds in favoring the construction of more democratic processes in the school and collaborating so that the evaluation of the learning assumes the perspective To act in a more dialogic and formative way.O presente estudo teve por objetivo analisar a representação, a participação e a avaliação da aprendizagem a partir dos múltiplos olhares dos sujeitos que compõem o espaço do conselho de classe. Buscou entender de que forma a participação e ou a representação de estudantes no conselho de classe contribui para a avaliação da aprendizagem e para processos democráticos na escola. Teve como pressuposto a ideia de que o conselho de classe enquanto espaço coletivo com a participação dos estudantes pode promover processos avaliativos mais justos e democráticos na escola, à medida que se estabelece maior diálogo e interação entre os sujeitos que compõem o processo de ensino e aprendizagem. Fundamentada na metodologia qualitativa, especificamente num estudo de caso, a pesquisa foi realizada no Colégio de Aplicação da Universidade Federal de Pernambuco, o qual possui um conselho de classe com participação e representação de estudantes. Fizemos análise dos documentos da escola pertinentes à normatização e ao funcionamento do conselho de classe, como também analisamos o PPPI (Projeto Político Pedagógico Institucionalizado) da instituição escolar, e ainda, fizemos entrevistas com professores e com estudantes representantes de turmas do 9º ano do Ensino Fundamental, 2º ano e 3º ano do Ensino Médio, e também observamos algumas reuniões do conselho de classe durante o ano letivo de 2016. A análise dos dados foi realizada na perspectiva da técnica de análise de conteúdo, tomando as mensagens expressas explícitas e implícitas nos documentos, nas falas e nas observações como fonte das categorias apresentadas neste trabalho. O conselho de classe se configura como espaço privilegiado de análise, de diálogo e de acompanhamento das aprendizagens dos estudantes. Apoiado na organização e no modo de funcionamento que abre espaço para que o estudante participe se torna espaço de conflito e de disputa, mas também de diálogo e de negociação entre os sujeitos do processo de ensino e aprendizagem; nesse sentido, o conselho de classe, além de se configurar como espaço para avaliar as aprendizagens e as práticas docentes, se configura também como espaço político. E embora a participação discente neste espaço coletivo de avaliação se situe mais na forma de presença do que como engajamento, é possível observar que esse exercício participativo consegue favorecer a construção de processos mais democráticos na escola e colaborar para que a avaliação da aprendizagem assuma a perspectiva de atuar de modo mais dialógico e formativo.Submitted by Mario BC (mario@bc.ufrpe.br) on 2018-09-25T14:06:00Z No. of bitstreams: 1 Rubia Cavalcante Vicente Magnata.pdf: 1874013 bytes, checksum: 8f42371949e2ef859e1c44b3ab70e0d3 (MD5)Made available in DSpace on 2018-09-25T14:06:00Z (GMT). No. of bitstreams: 1 Rubia Cavalcante Vicente Magnata.pdf: 1874013 bytes, checksum: 8f42371949e2ef859e1c44b3ab70e0d3 (MD5) Previous issue date: 2017-06-01application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação Associado em Educação, Culturas e IdentidadesUFRPEBrasilUFRPE - FUNDAJConselho de classeAvaliação da aprendizagemRepresentação estudantilCIENCIAS HUMANAS::EDUCACAOParticipação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escolainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis40335172040751070916006006005173760195153614631-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALRubia Cavalcante Vicente Magnata.pdfRubia Cavalcante Vicente Magnata.pdfapplication/pdf1874013http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/7596/2/Rubia+Cavalcante+Vicente+Magnata.pdf8f42371949e2ef859e1c44b3ab70e0d3MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/7596/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/75962018-09-25 11:06:00.608oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:35:53.267284Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola |
title |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola |
spellingShingle |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola MAGNATA, Rubia Cavalcante Vicente Conselho de classe Avaliação da aprendizagem Representação estudantil CIENCIAS HUMANAS::EDUCACAO |
title_short |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola |
title_full |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola |
title_fullStr |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola |
title_full_unstemmed |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola |
title_sort |
Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola |
author |
MAGNATA, Rubia Cavalcante Vicente |
author_facet |
MAGNATA, Rubia Cavalcante Vicente |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
ABRANCHES, Ana de Fátima Pereira de Sousa |
dc.contributor.referee1.fl_str_mv |
SANTOS, Ana Lúcia Félix dos |
dc.contributor.referee2.fl_str_mv |
AZEVEDO, Janete Maria Lins de |
dc.contributor.referee3.fl_str_mv |
OLIVEIRA, Gilvaneide Ferreira de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3358304353543579 |
dc.contributor.author.fl_str_mv |
MAGNATA, Rubia Cavalcante Vicente |
contributor_str_mv |
ABRANCHES, Ana de Fátima Pereira de Sousa SANTOS, Ana Lúcia Félix dos AZEVEDO, Janete Maria Lins de OLIVEIRA, Gilvaneide Ferreira de |
dc.subject.por.fl_str_mv |
Conselho de classe Avaliação da aprendizagem Representação estudantil |
topic |
Conselho de classe Avaliação da aprendizagem Representação estudantil CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present study aimed to analyze the representation, participation and evaluation of learning from the multiple glances of the subjects that compose the space of the class council. It sought to understand how the participation and/or representation of students in the class council contributes to the assessment of learning and to democratic management in school. It was based on the assumption that the class council as a collective space with student participation can promote fairer and more democratic evaluation processes in school, as more dialogue and interaction is established between the subjects that make up the teaching and learning process. Based on the qualitative methodology, specifically in a case study, the research was carried out at the College of Application of the Federal University of Pernambuco, which has a class council with participation and representation of students. We did an analysis of the school documents pertinent to the standardization and functioning of the class council, as well as analyzed the Institutionalized Educational Political Project (PPPI) of the school institution, and also did interviews with teachers and with students representing classes of the 9th year of Elementary School of the Final Years, 2nd year and 3rd year of High School, and also observed some meetings of the class council during the academic year of 2016. The analysis of the data was carried out from the perspective of the technique of content analysis, taking the express messages explicit and Implicit in the documents and speeches and in the observations as source of the categories presented in this work. The class council is configured as a privileged space for analysis, dialogue and monitoring of student learning. Supported by the organization and the way of functioning that opens space for the student to participate, it becomes a space of conflict and dispute, but also of dialogue and negotiation between the subjects of the teaching and learning process, in that sense, the class council Besides being configured as a space to evaluate learning and teaching practices, is also a political space. And although the student participation in this collective space of evaluation is more in the form of presence than as an engagement, it is possible to observe that this participatory exercise succeeds in favoring the construction of more democratic processes in the school and collaborating so that the evaluation of the learning assumes the perspective To act in a more dialogic and formative way. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-06-01 |
dc.date.accessioned.fl_str_mv |
2018-09-25T14:06:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
MAGNATA, Rubia Cavalcante Vicente. Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola. 2017. 203 f. Dissertação (Programa de Pós-Graduação Associado em Educação, Culturas e Identidades) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7596 |
identifier_str_mv |
MAGNATA, Rubia Cavalcante Vicente. Participação e representação estudantil no conselho de classe : compreensões e significados para a avaliação da aprendizagem e para processos democráticos na escola. 2017. 203 f. Dissertação (Programa de Pós-Graduação Associado em Educação, Culturas e Identidades) - Universidade Federal Rural de Pernambuco, Recife. |
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http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7596 |
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Universidade Federal Rural de Pernambuco |
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