Detalhes bibliográficos
| Ano de defesa: |
2005 |
| Autor(a) principal: |
Guirardi, Maria Marcia Mariani
 |
| Orientador(a): |
Cappelletti, Isabel Franchi |
| 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 Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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://tede2.pucsp.br/handle/handle/9618
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Resumo: |
The aim of this project is to investigate what teachers of Public Primary Education Schools, in the city of Santos, think about the system of Evaluate Progression, established in the city. As new perspectives, the current survey also aims at discussing the proposed issue in order to subsidize the revision of the public process for municipal evaluation. Initially, a literature inquiry on evaluation and its comprehension was carried out, including its progression, municipal, state and federal legislation and official documents concerning the subject. For the accomplishment of this investigation, a qualitative research was done, involving twenty-five teachers from public schools. The survey permitted the detection of the teachers point of view on Evaluate Progression, established in the period of 2002-2004. The teachers who were interviewed belong to different primary and elementary education schools, and are also from different parts of the city. This survey is based on studies on evaluation which were carried out by Abramowicz, Abrecht, Afonso Janela, Cappelletti, Hadji, Luckesi, Perrenoud, Sacristán and some other theorists in studies which discuss evaluation and Continuing Progression. The achieved results showed that most teachers agree with Evaluate Progression, whereas some of them do not agree with it. The analysis of the answers shows that the majority of the teachers who were interviewed believe that practice has to be subsidized by formative grounds. These evidences of formative practice have been prevalent in their action reports, though many of them still present a concern which identifies them as a practice of rules which is more traditional. They also reveal some contradiction regarding their conception. Finally, there is a consensus among the teachers: evaluation must be at the service of the learning process |
