Análise das concepções e das práticas avaliativas de professoras formadoras : um olhar para os estágios supervisionados obrigatórios do curso de licenciatura plena em ciências biológicas

• Autor(a) principal: BRITO, Luana Patrícia Silva de
• Data de Publicação: 2018
• 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/tede2/7804
• topic: Formação de professores; Professor de biologia; Estágio supervisionado obrigatório; Ensino-aprendizagem; CIENCIAS HUMANAS::EDUCACAO

The evaluation of learning is an object of study that raises concerns. These concerns are not only from technical order, but also, political, social, cultural and historical. Studying it, in the framework of the Internship Supervised Mandatory (Estágio Supervisionado Obrigatório - ESO), means that we recognize it as the structuring axis of teacher education, which deserves a more attentive approach. From this, we have listed the following problem: what are the conceptions and evaluation practices of teachers that guide (ESOs) in the context of initial training of Biology teachers? This central problem has been developed in specific questions: what are the evaluation conceptions of the teachers who work with ESOs? What are the instruments and criteria they use in evaluations and what do they do with their results? The way in which ESOs have been worked has effectively contributed to overcoming classificatory evaluation by teachers in training? Thus, the present research had as general objective to analyze the conceptions and the evaluative practices of training teachers that guide the ESOs in the course of Full Degree in Biological Sciences. For this, we base ourselves on the qualitative-descriptive approach and defined as an area of study, the Degree course in Biological Sciences of the Universidade Federal Rural de Pernambuco (Federal Rural University of Pernambuco). As data collection instruments, we used document analysis, non-participant observation and semi-structured interview. Our data were analyzed according to Bardin (1994). The results of the documentary analysis indicated that the teachers conceive the evaluation with a process that call diagnosis of the requirements, the interests and the abilities of the graduates, as well as continuous feedback of learning and use of diverse resources. In other words, their conceptions are consistent with the assumptions of evaluation under the liberating aegis. The interview also reveals that their conceptions value the idea of inclusion and reinforce the importance of accompanying the graduates in the learning process. Although each one has a particular way of evaluating, both use a variety of data collection tools, but one of them uses the evaluative criteria inappropriately because of its lack of clarity and also of cohesion. Their evaluative practices also differ in decision making. The same teacher who makes inappropriate use of the criteria provides insufficient feedback. An important result to highlight is that we find no evidence of conceptions or evaluation practices of classificatory character. On the other hand, we find evidence that one of the teachers presents fragility in the way she evaluates and this can be justified by her professional formation, teaching experience, her time with ESOs and the way she experienced the evaluation. The results also indicate that only one of the teachers has been committed to the training of Biology teachers in an in-depth evaluation, even so, there is a licensee who is resistant to overcoming the classification evaluation. In general, we consider that there is a space for more investments in the training of teachers who work in higher education. We believe is important for these teachers rethink critically about their (evaluative) pedagogical practices and review gaps that have not yet been overcome.