A linguagem dos relatórios: uma proposta de avaliação para a Educação Infantil

Detalhes bibliográficos
Ano de defesa: 2007
Autor(a) principal: Colasanto, Cristina Aparecida lattes
Orientador(a): Liberali, Fernanda Coelho
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
Departamento: Lingüística
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/13829
Resumo: The main point of this work is to analyses two kinds of assessment reports used in a Kindergarten School, in order to understand how its communication can contribute for teach-learning process. Discussing about the contexts where the reports are made and the meaning of assessments, this work aims to contribute for a better understanding about children assessment and also how the notes from class can be organized in order to be translated in a language for assessments. The Theory of this work is based on Social Historical and Cultural Activity Theory from Vygotsky Studies (1930; 1934) and also from Leontiev (1904; 1979), and extended by Engeström (1999; 2001). The goal, based on these presupposes, is to understand the teach-learning process according to mediator assessment conception and also the language comprehension (Bakhtin/ Volochnov,1929), observing the assessment as a activity no separate from this process. Another theory point is about the meaning of assessment, once these conceptions are very important in order to understand how to assess in the teach-learning process. As it is an action-research, joined it the research-teacher and her pupils, resulting two kinds of assessment reports used in a Sao Paulo Public Kindergarten School. The results shows that the ways used to assess children are connected to teach-learning process conceptions of teacher and school. When professional and critical pedagogical skills are adopted, it may not let to assess the assessment. Understanding that Kindergarten is a process over the school, this work shows that, through the language, the assessment reports may include not only children and teacher through the description of teach-learning process, but also the parents once the language used is understandable