Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Flamínio, Luiz Henrique Martins
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| Orientador(a): |
Sanches, Emília Maria Bezerra Cipriano Castro |
| 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
|
| 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/22512
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Resumo: |
This research consisted of an investigation about the evaluation practice of high school teachers and the integration of this practice into the pedagogical process, whose central question was: How are the development of the evaluative practices of high school teachers integrated into the pedagogical process? The general objective was to investigate the evaluative practices of nine teachers from the state education network working in secondary school in the East Zone of São Paulo, in the search for evidence that the evaluation of learning is completely imbricated to the pedagogical process and propose actions and strategies that can for this process. The theoretical basis was supported by Cipriano Luckesi (2011) with "The evaluation of school learning" and Charles Hadji (2001) with "Demystified evaluation". The methodology of the research is qualitative, the instrument of collection was the interview. The data of the narratives were weighted according to the studies of Marli André (1986). The results showed that a significant part of the teachers studied were formed from evaluation instruments to test and measure. It was observed that there is a great effort on the part of the teachers in moving away from this quantitative model of evaluation, but according to our research, one of the aspects that makes this distance difficult is that the great majority of these teachers was formed within this evaluative model. In this research, we present a proposal that emerges from the listening and the look of these professionals about the evaluation process, which can contribute to the development of a process in which the evaluation is at the service of learning and consequently related to the pedagogical process |
