Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Silva, Welington dos Anjos
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| Orientador(a): |
Gimenes, Nelson Antonio Simão
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/23869
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Resumo: |
This work is related to two themes in the educational area: Youth and Adult Education (EJA) and learning assessment. In the context of Youth and Adult Education, pedagogical practices need to dialogue with numerous specificities of this teaching modality, among them, the previous experiences of adult students and the age heterogeneity present in the student body. Given this, learning assessments also need to adapt to the existing diversity in EJA, allowing teachers 'decision making to be contextualized with the students' reality. Thus, this research aims to analyse the views of specialist teachers on the assessment of learning and its challenges in the context of EJA. The chosen theoretical framework consists of works that discuss the singularities of Youth and Adult Education and the importance of learning assessments for teaching practice. The chosen research location was the Integrated Center for Education of Youth and Adults of Campo Limpo (Cieja Campo Limpo), a municipal public institution maintained by the Municipality of São Paulo. In this research, we chose to use the qualitative approach and, for data collection, we used the semi-structured interview and document analysis, analysed by the Content Analysis method. Through the results obtained, we identified that the specialist teachers perceive the evaluation of learning as a tool to direct pedagogical practices and assist in the planning of classes, aiming to help students in their difficulties. We also realized that the teachers interviewed consider that the assessment of learning needs to consider the characteristics of EJA to be meaningful to students. The interviewees also revealed that in the context of Cieja Campo Limpo there are some challenges in pedagogical and evaluative practices, such as, for example, the presence of many students with disabilities, the need to work on literacy even for students in cycle 2 of education. Fundamental and flexible schedules for students, which requires a collective evaluation process. In view of these challenges, we present some alternatives that could be developed in training meetings to assist teachers in their assessment practices. We believe that the notes of this work can promote reflections on the appraisals of learning in the context of EJA and instigate new works on this modality of education so important for young subjects and adults who wish to exercise their citizenship to the full |
