Concepções e práticas dos professores dos anos iniciais do ensino fundamental sobre avaliação da aprendizagem
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Data
2022-07
Autores
Orientador
Amado, Nélia Maria Pontes
Banca
Quartieri, Marli Teresinha
Carreira, Susana Paula G.
Quintas, Helena Luísa M.
Título do periódico
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Resumo
Esta pesquisa teve como objetivo conhecer as concepções sobre avaliação da aprendizagem que influenciam as práticas avaliativas dos professores que atuam nos anos iniciais do ensino fundamental. O enquadramento teórico evidenciou as tendências internacionais sobre avaliação da aprendizagem, sua evolução histórica e os principais instrumentos e estratégias avaliativas a serviço das aprendizagens exploradas nas turmas dos anos iniciais do ensino fundamental. Foi adotada uma metodologia qualitativa/interpretativa e estudo de caso. Para a coleta de dados, recorreu-se à entrevista semiestruturada dos professores participantes e à pesquisa documental. O estudo envolveu três professoras de uma escola pública do Município de Santana, no Estado do Amapá. Os dados foram tratados e analisados na perspectiva da análise de conteúdo e revelaram evidências do esforço coletivo das professoras para implementarem em suas práticas avaliativas uma perspectiva emancipatória e qualitativa de avaliação da aprendizagem, realizada de forma contínua e não somente no final do processo, baseada nas perspectivas das concepções diagnóstica e formativa. Na operacionalização da avaliação que os professores propõem aos seus alunos, consideram alguns aspectos fundamentais: utilização do processo avaliativo como referência para reorientação das tarefas do aluno e do professor, por meio da autoavaliação e feedback, em que a observação e o registro escrito são utilizados para o acompanhamento dos alunos; exploração de diversos tipos de instrumentos avaliativos sistematizados em atividades escritas e outras de cunho prático, como jogos e atividades para o aluno resolver no quadro; compreensão do erro como elemento informacional não só para identificação de dificuldades, mas para embasar a tomada de decisão para intervir visando a superação; de forma sutil, resistem ao controle do sistema e reinventam o currículo por meio de adaptação dos conteúdos abordados nos livros didáticos por não considerarem as experiências, ritmos de aprendizagem diferentes, contexto social e cultural dos alunos. Em contraposição a esse enfoque, os resultados revelaram, também, que, na seleção de alguns instrumentos retirados de blog’s e sites da internet, os professores precisam de mais cuidado devido à exploração de atividade com predomínio de ações mecânicas, memorização e com exercícios repetitivos; apesar de importante, a aplicação das atividades avaliativas de natureza prática devem ter um equilíbrio com as sistematizadas, para que se evite fragilidades nas observações e registros das etapas e dificuldades de aprendizagem, em face de não ser sempre possível armazenar informações suficientes; ao promoverem o feedback avaliativo, é necessário irem além da correção de atividades, propondo ações para transpor os obstáculos e garantir a aprendizagem; as anotações feitas nos cadernos e atividades dos alunos com caráter motivacional precisam ser utilizadas para reorientar e demonstrar especificamente o não aprendido, evitando informações generalistas para toda a turma. Por fim, este estudo constatou que é preciso a mobilização de toda a comunidade escolar, para que os professores possam compartilhar suas práticas e deixem de ser vistos como os únicos responsáveis pelo processo avaliativo e, assim, de atividade individual, a avaliação passe a ser considerada como institucional.
This research aimed to know the conceptions about learning assessment that influence the assessment practices of teachers who work in the early years of Elementary School. The theoretical framework highlighted international trends in learning assessment, its historical evolution and the main assessment tools and strategies at the service of learning explored in classes in the early years of Elementary School. A qualitative/interpretive methodology and a case study were adopted. For data collection, semi-structured interviews with participating teachers and documental research were used. The study involved three teachers from a public school in the Municipality of Santana, in the State of Amapá. The data were treated and analyzed from the perspective of content analysis and they revealed evidences of the collective effort of the teachers to implement in their evaluative practices an emancipatory and qualitative perspective of learning evaluation, carried out on a continuous basis and not only at the end of the process, based on the perspectives of diagnostic and formative conceptions. In the operationalization of the assessment that teachers propose to their students, they consider some fundamental aspects: use of the assessment process as a reference for reorienting the tasks of the student and the teacher, through self-assessment and feedback, in which observation and written records are used for monitoring students; exploration of different types of evaluation instruments systematized in written activities and others of a practical nature, such as games and activities for the student to solve on the board; understanding the error as an informational element not only to identify difficulties, but to support decision-making to intervene with a view to overcoming them; in a subtle way, they resist the control of the system and reinvent the curriculum by adapting the contents covered in the textbooks because they do not consider the experiences, different learning rhythms, social and cultural context of the students. In contrast to this approach, the results also revealed that, in the selection of some instruments taken from blogs and internet sites, teachers need more care due to the exploration of activity with a predominance of mechanical actions, memorization and repetitive exercises; although important, the application of evaluative activities of a practical nature must have a balance with the systematized ones, in order to avoid weaknesses in the observations and records of the stages and learning difficulties, given that it is not always possible to store enough information; when promoting evaluative feedback, it is necessary to go beyond the correction of activities, proposing actions to overcome obstacles and guarantee learning; the notes made in the notebooks and activities of the students with a motivational character need to be used to reorient and specifically demonstrate what has not been learned, avoiding general information for the whole class. Finally, this study found that it is necessary to mobilize the entire school community, so the teachers can share their practices and stop being seen as the only responsible ones for the evaluation process and, thus, from an individual activity, evaluation becomes considered as institutional.
This research aimed to know the conceptions about learning assessment that influence the assessment practices of teachers who work in the early years of Elementary School. The theoretical framework highlighted international trends in learning assessment, its historical evolution and the main assessment tools and strategies at the service of learning explored in classes in the early years of Elementary School. A qualitative/interpretive methodology and a case study were adopted. For data collection, semi-structured interviews with participating teachers and documental research were used. The study involved three teachers from a public school in the Municipality of Santana, in the State of Amapá. The data were treated and analyzed from the perspective of content analysis and they revealed evidences of the collective effort of the teachers to implement in their evaluative practices an emancipatory and qualitative perspective of learning evaluation, carried out on a continuous basis and not only at the end of the process, based on the perspectives of diagnostic and formative conceptions. In the operationalization of the assessment that teachers propose to their students, they consider some fundamental aspects: use of the assessment process as a reference for reorienting the tasks of the student and the teacher, through self-assessment and feedback, in which observation and written records are used for monitoring students; exploration of different types of evaluation instruments systematized in written activities and others of a practical nature, such as games and activities for the student to solve on the board; understanding the error as an informational element not only to identify difficulties, but to support decision-making to intervene with a view to overcoming them; in a subtle way, they resist the control of the system and reinvent the curriculum by adapting the contents covered in the textbooks because they do not consider the experiences, different learning rhythms, social and cultural context of the students. In contrast to this approach, the results also revealed that, in the selection of some instruments taken from blogs and internet sites, teachers need more care due to the exploration of activity with a predominance of mechanical actions, memorization and repetitive exercises; although important, the application of evaluative activities of a practical nature must have a balance with the systematized ones, in order to avoid weaknesses in the observations and records of the stages and learning difficulties, given that it is not always possible to store enough information; when promoting evaluative feedback, it is necessary to go beyond the correction of activities, proposing actions to overcome obstacles and guarantee learning; the notes made in the notebooks and activities of the students with a motivational character need to be used to reorient and specifically demonstrate what has not been learned, avoiding general information for the whole class. Finally, this study found that it is necessary to mobilize the entire school community, so the teachers can share their practices and stop being seen as the only responsible ones for the evaluation process and, thus, from an individual activity, evaluation becomes considered as institutional.
Descrição
Palavras-chave
Avaliação; Avaliação da aprendizagem; Concepções de avaliação; Ensino fundamental; Instrumento avaliativo; Assessment; Learning Assessment; Assessment Concepts; Elementary School; Assessment Instrument
Citação
VASQUES, Raimundo Coelho. Concepções e práticas dos professores dos anos iniciais do ensino fundamental sobre avaliação da aprendizagem. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 14 jul. 2022. Disponível em: http://hdl.handle.net/10737/3437.