Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil
Shranjeno v:
| Glavni avtor: | |
|---|---|
| Publication Date: | 2009 |
| Format: | Master thesis |
| Jezik: | por |
| Source: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/311 |
Izvleček: | We sought to reflect and understand the relationship between educational management and the change in evaluative paradigms in Elementary Schools, analyzing the conception of teachers/managers about the need for changes in models of learning evaluations, investigating how and which evaluative instruments are being used in the evaluation of students' learning. In the theoretical framework, we sought the contribution of authors such as: Antunes (2002), Vasconcellos (1998), Demo (1992), Haydt (1991), Hoffmann (1996a, 2003b), Luckesi (1990a, 1995b), Lima (2002) , Mediano & Ludke (1994), Melchior (1994), Rabelo (2003), among others. The conceptual review on thematic complexity. It seeks to analyze and record the authors' conceptions of approximate theoretical aspects, endorsing the hypothetical assumptions of the research. The methodological approach presents a descriptive-analytical nature, with quantitative and qualitative aspects, with data raised in interviews and questionnaires with teachers, the school manager and students who corroborate, in a polyphony of voices, the hypothetical basic assumptions: it is essential that teachers and the management team become aware that evaluating is not just checking if the student did well or unsuccessful and that the evaluation needs to have as a parameter to evaluate the teacher's daily practice. Teachers admit the urgent need for change in everyday educational practice, with the urgent and necessary changes in assessment practices, minimizing school evasion and repetition, thus contributing to improve students' self-esteem. It was concluded that the conceptions underlying the teachers' practice need to be reviewed, restructured and resized, as they fit into ahistorical, utilitarian and instrumentalist logics, disregarding the human and elational dimension of assessment practices, requiring a narrowing of the interfaces of community and family with the school for greater involvement in the educational process, seeking to establish the bases for active citizenship. The work carried out does not present a conclusive nature, but as a emonstration of clarity about the need for changes in the traditional evaluative paradigms, aiming at enable the emergence and construction of more critical and constructive subject-learners who are really involved in their teaching-learning process and consequent citizenship. |
| _version_ | 1872168167094091776 |
|---|---|
| author | Pacheco, Clecia Simone Gonçalves Rosa |
| author_browse | Pacheco, Clecia Simone Gonçalves Rosa |
| author_facet | Pacheco, Clecia Simone Gonçalves Rosa |
| author_role | author |
| bitstream.checksum.fl_str_mv | 637cc7eeea12c128ece0a7848bb635cd d807830368d56836a8c90170b97eccaf 553728922f550fcd103299dc615ca187 a7c148eec59885ba1ba6d14692be8465 |
| bitstream.checksumAlgorithm.fl_str_mv | MD5 MD5 MD5 MD5 |
| bitstream.url.fl_str_mv | https://deposita.ibict.br/bitstreams/122ef351-6893-48da-8d23-963b5c88a656/download https://deposita.ibict.br/bitstreams/3228b7af-71be-4086-a36b-c38f7294d12c/download https://deposita.ibict.br/bitstreams/71f98b13-5c79-418d-9656-277603b959f3/download https://deposita.ibict.br/bitstreams/beb65d7e-6815-4c4e-93d4-c8af59d35867/download |
| collection | Repositório Comum do Brasil - Deposita |
| contributor_str_mv | Rodrigues, Zita Ana Lago Dornelles, Malvina do Amaral Roman, Ruben Gaitán, Anabel |
| dc.contributor.advisor1.fl_str_mv | Rodrigues, Zita Ana Lago |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/0150312699014188 |
| dc.contributor.author.fl_str_mv | Pacheco, Clecia Simone Gonçalves Rosa |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/6358715394273386 |
| dc.contributor.referee1.fl_str_mv | Dornelles, Malvina do Amaral |
| dc.contributor.referee2.fl_str_mv | Roman, Ruben |
| dc.contributor.referee3.fl_str_mv | Gaitán, Anabel |
| dc.date.accessioned.fl_str_mv | 2023-05-29T19:23:15Z |
| dc.date.issued.fl_str_mv | 2009 |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | https://deposita.ibict.br/handle/deposita/311 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Portugal |
| dc.publisher.department.fl_str_mv | Departamento de Ciência da Educação - Universidade Independente de Lisboa - Portugal |
| dc.publisher.none.fl_str_mv | Universidade Internacional de Lisboa - Portugal |
| dc.publisher.program.fl_str_mv | Programa de Pós-Graduação em Ciências da Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Comum do Brasil - Deposita instname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) instacron:IBICT |
| dc.subject.cnpq.fl_str_mv | Educação Gestão escolar Avaliação Aprendizagem |
| dc.subject.eng.fl_str_mv | Learning assessment Paradigm shifts Teaching Processes and Learning |
| dc.subject.por.fl_str_mv | Avaliação da aprendizagem Mudanças de paradigmas Processos de Ensino e de Aprendizagem |
| dc.title.por.fl_str_mv | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | We sought to reflect and understand the relationship between educational management and the change in evaluative paradigms in Elementary Schools, analyzing the conception of teachers/managers about the need for changes in models of learning evaluations, investigating how and which evaluative instruments are being used in the evaluation of students' learning. In the theoretical framework, we sought the contribution of authors such as: Antunes (2002), Vasconcellos (1998), Demo (1992), Haydt (1991), Hoffmann (1996a, 2003b), Luckesi (1990a, 1995b), Lima (2002) , Mediano & Ludke (1994), Melchior (1994), Rabelo (2003), among others. The conceptual review on thematic complexity. It seeks to analyze and record the authors' conceptions of approximate theoretical aspects, endorsing the hypothetical assumptions of the research. The methodological approach presents a descriptive-analytical nature, with quantitative and qualitative aspects, with data raised in interviews and questionnaires with teachers, the school manager and students who corroborate, in a polyphony of voices, the hypothetical basic assumptions: it is essential that teachers and the management team become aware that evaluating is not just checking if the student did well or unsuccessful and that the evaluation needs to have as a parameter to evaluate the teacher's daily practice. Teachers admit the urgent need for change in everyday educational practice, with the urgent and necessary changes in assessment practices, minimizing school evasion and repetition, thus contributing to improve students' self-esteem. It was concluded that the conceptions underlying the teachers' practice need to be reviewed, restructured and resized, as they fit into ahistorical, utilitarian and instrumentalist logics, disregarding the human and elational dimension of assessment practices, requiring a narrowing of the interfaces of community and family with the school for greater involvement in the educational process, seeking to establish the bases for active citizenship. The work carried out does not present a conclusive nature, but as a emonstration of clarity about the need for changes in the traditional evaluative paradigms, aiming at enable the emergence and construction of more critical and constructive subject-learners who are really involved in their teaching-learning process and consequent citizenship. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | IBICT-1_be1ab07d524da34e7e953ec4c3977c54 |
| instacron_str | IBICT |
| institution | IBICT |
| instname_str | Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| language | por |
| network_acronym_str | IBICT-1 |
| network_name_str | Repositório Comum do Brasil - Deposita |
| oai_identifier_str | oai:deposita.ibict.br:deposita/311 |
| publishDate | 2009 |
| publishDateSort | 2009 |
| publisher.none.fl_str_mv | Universidade Internacional de Lisboa - Portugal |
| reponame_str | Repositório Comum do Brasil - Deposita |
| repository.mail.fl_str_mv | deposita@ibict.br |
| repository.name.fl_str_mv | Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| repository_id_str | 4658 |
| spelling | Rodrigues, Zita Ana Lagohttp://lattes.cnpq.br/0150312699014188Dornelles, Malvina do AmaralRoman, RubenGaitán, Anabelhttp://lattes.cnpq.br/6358715394273386Pacheco, Clecia Simone Gonçalves Rosa2023-05-29T19:23:15Z2009https://deposita.ibict.br/handle/deposita/311We sought to reflect and understand the relationship between educational management and the change in evaluative paradigms in Elementary Schools, analyzing the conception of teachers/managers about the need for changes in models of learning evaluations, investigating how and which evaluative instruments are being used in the evaluation of students' learning. In the theoretical framework, we sought the contribution of authors such as: Antunes (2002), Vasconcellos (1998), Demo (1992), Haydt (1991), Hoffmann (1996a, 2003b), Luckesi (1990a, 1995b), Lima (2002) , Mediano & Ludke (1994), Melchior (1994), Rabelo (2003), among others. The conceptual review on thematic complexity. It seeks to analyze and record the authors' conceptions of approximate theoretical aspects, endorsing the hypothetical assumptions of the research. The methodological approach presents a descriptive-analytical nature, with quantitative and qualitative aspects, with data raised in interviews and questionnaires with teachers, the school manager and students who corroborate, in a polyphony of voices, the hypothetical basic assumptions: it is essential that teachers and the management team become aware that evaluating is not just checking if the student did well or unsuccessful and that the evaluation needs to have as a parameter to evaluate the teacher's daily practice. Teachers admit the urgent need for change in everyday educational practice, with the urgent and necessary changes in assessment practices, minimizing school evasion and repetition, thus contributing to improve students' self-esteem. It was concluded that the conceptions underlying the teachers' practice need to be reviewed, restructured and resized, as they fit into ahistorical, utilitarian and instrumentalist logics, disregarding the human and elational dimension of assessment practices, requiring a narrowing of the interfaces of community and family with the school for greater involvement in the educational process, seeking to establish the bases for active citizenship. The work carried out does not present a conclusive nature, but as a emonstration of clarity about the need for changes in the traditional evaluative paradigms, aiming at enable the emergence and construction of more critical and constructive subject-learners who are really involved in their teaching-learning process and consequent citizenship.Buscou-se refletir e compreender a relação entre a gestão educacional e a mudança de paradigmas avaliativos na escola de Ensino Fundamental, analisando a concepção dos professores/gestores sobre a necessidade de mudanças nos modelos de avaliações da aprendizagem, investigando como e quais instrumentos avaliativos estão sendo utilizados na avaliação da aprendizagem dos alunos. No referencial teórico buscou-se a contribuição de autores como: Antunes (2002),Vasconcellos (1998), Demo (1992), Haydt (1991), Hoffmann (1996a, 2003b), Luckesi (1990a, 1995b), Lima (2002), Mediano & Ludke (1994), Melchior (1994), Rabelo (2003), entre outros. A revisão conceitual sobre a complexidade temática. Busca analisar e registrar concepções de autores de vertentes teóricas aproximadas referendando os pressupostos hipotéticos da pesquisa. A abordagem metodológica apresenta cunho descritivo-analítico, com aspectos quanti-qualitativos, com dados levantados em entrevistas e questionários com os professores, com o gestor escolar e com alunos que corroboram, numa polifonia de vozes, os pressupostos hipotéticos de base: é essencial que os docentes e equipa gestora se conscientizem de que avaliar não é apenas verificar se o aluno foi bem ou mal sucedido e que a avaliação necessita ter como parâmetro avaliar a prática cotidiana do docente. Os professores admitem a premência de mudança na práxis educativa cotidiana, com as urgentes e necessárias mudanças nas práticas avaliativas, minimizando a evasão e a repetência escolar, contribuindo assim para melhorar a auto-estima dos alunos. Concluiu-se que as concepções subjacentes à prática dos professores precisam ser revistas, reestruturadas e redimensionadas, pois se enquadram em lógicas a-históricas, utilitaristas e instrumentalistas, desconsiderando a dimensão humana e relacional das práticas de avaliação, necessitando-se estreitar as interfaces da comunidade e da família com a escola para um maior envolvimento no processo educativo buscando a constituição das bases para a cidadania ativa. O trabalho realizado não apresenta cunho conclusivo, mas como demonstração da clareza sobre a necessidade de mudanças dos tradicionais paradigmas avaliativos objetivando viabilizar o surgimento e a construção de sujeitos-aprendentes, mais críticos e construtivos realmente envolvidos em seu processo de ensino-aprendizagem e de cidadania conseqüente.Nordeste-1application/pdfapplication/pdfporUniversidade Internacional de Lisboa - PortugalPrograma de Pós-Graduação em Ciências da EducaçãoPortugalDepartamento de Ciência da Educação - Universidade Independente de Lisboa - PortugalLearning assessmentParadigm shiftsTeaching Processes and LearningAvaliação da aprendizagemMudanças de paradigmasProcessos de Ensino e de AprendizagemEducaçãoGestão escolarAvaliaçãoAprendizagemGestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Comum do Brasil - Depositainstname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)instacron:IBICTTEXTDissertação_Mestrado_Portugal.pdf.txtWritten by FormatFilter org.dspace.app.mediafilter.TikaTextExtractionFilter on 2025-06-06T20:15:07Z (GMT).Extracted texttext/plain103115https://deposita.ibict.br/bitstreams/122ef351-6893-48da-8d23-963b5c88a656/download637cc7eeea12c128ece0a7848bb635cdMD54falseAnonymousREADTHUMBNAILDissertação_Mestrado_Portugal.pdf.jpgWritten by FormatFilter org.dspace.app.mediafilter.PDFBoxThumbnail on 2025-06-06T20:15:07Z (GMT).Generated Thumbnailimage/jpeg2717https://deposita.ibict.br/bitstreams/3228b7af-71be-4086-a36b-c38f7294d12c/downloadd807830368d56836a8c90170b97eccafMD55falseAnonymousREADORIGINALDissertação_Mestrado_Portugal.pdf/dspace/deposita/upload/Dissertação_Mestrado_Portugal.pdfDissertação Mestrado1 Clecia Pachecoapplication/pdf1012180https://deposita.ibict.br/bitstreams/71f98b13-5c79-418d-9656-277603b959f3/download553728922f550fcd103299dc615ca187MD52trueAnonymousREADLICENSElicense.txtWritten by org.dspace.content.LicenseUtilstext/plain; charset=utf-81867https://deposita.ibict.br/bitstreams/beb65d7e-6815-4c4e-93d4-c8af59d35867/downloada7c148eec59885ba1ba6d14692be8465MD53falseAnonymousREADdeposita/3112026-03-20T17:39:42.684638Zopen.accessoai:deposita.ibict.br:deposita/311https://deposita.ibict.brRepositório ComumPUBhttp://deposita.ibict.br/oai/requestdeposita@ibict.bropendoar:46582026-03-20T17:39:42Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)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 |
| spellingShingle | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil Pacheco, Clecia Simone Gonçalves Rosa Learning assessment Paradigm shifts Teaching Processes and Learning Avaliação da aprendizagem Mudanças de paradigmas Processos de Ensino e de Aprendizagem Educação Gestão escolar Avaliação Aprendizagem |
| status_str | publishedVersion |
| title | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil |
| title_full | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil |
| title_fullStr | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil |
| title_full_unstemmed | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil |
| title_short | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil |
| title_sort | Gestão escolar e avaliação da aprendizagem: paradigmas avaliativos tradicionais e os desafios do cotidiano escolar - focalizando a Escola Marechal Antonio Alves Filho EMAAF/Pernambuco/Brasil |
| topic | Learning assessment Paradigm shifts Teaching Processes and Learning Avaliação da aprendizagem Mudanças de paradigmas Processos de Ensino e de Aprendizagem Educação Gestão escolar Avaliação Aprendizagem |
| url | https://deposita.ibict.br/handle/deposita/311 |