Possibilidades de atuação pedagógica a partir de resultados da Avaliação Diagnóstica São Paulo e análise dos planos de aula

• Ano de defesa: 2019
• Autor(a) principal: Pinheiro, Ana Paula Lopes do Prado
• Orientador(a): Sousa, Clarilza Prado de
• 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: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Avaliação Externa Diagnóstica; Planos de aula; Uso de resultados
• Palavras-chave em Inglês: External Diagnostic Evaluation; Lesson planning; Use of results
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22480

This paper presents a study on the use of the results obtained by the students of the 3rd year of elementary school 1, in external evaluation - the São Paulo Diagnostic Assessment -, prepared by the São Paulo Municipal Department of Education (SIMESP), applied in March 2017. The aim is to investigate if the results of the São Paulo Diagnostic Assessment are or can be identified by the teachers in the preparation of their lesson plans and used to reflect on the difficulties / skills that the students present, as a diagnosis of the teaching-learning process. as an indicator of references for the development of classroom work. In order to follow up the results of the São Paulo Diagnostic Assessment and the teachers registered in their lesson plans, the adopted theoretical approach sought to take back concepts of learning assessment, diagnosis and large-scale external evaluation. A qualitative approach to the development of a case study was determined for research. For this, through questionnaires applied to teachers and an interview with a trainer from the Regional Board of Education, we sought data on lesson plans and the results of the São Paulo Diagnostic Assessment, conducting analyzes and reflecting on the resources for monitoring the process. students' learning and concluding through the course of the study that still faces the challenge of understanding the concept of diagnostic assessment, which requires training and reflection as a contribution to the development of attitudes that favor the management team and teachers map skills and students' difficulties to provide learning effectiveness