Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Nunes, Letícia Bastos
 |
| Orientador(a): |
Morosini, Marília Costa
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Escola de Humanidades
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9958
|
Resumo: |
The present study is inserted in the research line of Training, Policies and Practices in Education from the Centre for Studies in Higher Education (CEES), of the Pontifical Catholic University of Rio Grande do Sul (PUCRS), and aimed to be analysed as a judgment of cognitive, socioemotional and intercultural skills constituting the Syllabus in the process of evaluating students learning in the initial years of elementary school. In such context, the research problem seeks to discuss to what extent the use of those Matrices, based on those competencies focusing on pedagogical development, could contribute to the integral student education process, interfere in their assessment process, as well as generate advances in learning outcomes and the curriculum dynamics. The methodology used is in the qualitative approach, in which a documentary survey and semi-structured notes were used as research techniques (with teachers, advisors and/or educational psychologists, pedagogical advisor and disciplinary advisor for the initial years and pedagogical director), to conduct a case study in a private basic education school in the city of Porto Alegre/RS. At first, seven initial questions had been designed for discussion; however, due to the impacts of the pandemic in the educational field, the script was complemented with three more strategic questions, covering the pandemic and its implications. For data analysis, a Discursive Textual Analysis was used to understand the collected content of the research problem. The findings of this investigation displayed that the assessment of learning with a pedagogical focus on those competencies constituted the driving force for change in the pedagogical practices and processes in the early years of elementary school. It is understood, therefore, that the evaluative methodology developed by the institution in focus qualified the curricular dynamics and revealed in the learning results of students, considering that they dissipated, in all areas of knowledge, both by internal and external evaluation, a significant increase in scope at an advanced level of performance, which requires the use of complex mental operations. It was also evidenced that students have progressively demonstrated the development of socio-emotional and intercultural skills, which contributes to their integral training. Thus, it is believed that this research is relevant due to the study on the intertwining among the following educational vectors: cognitive, socio-emotional, and intercultural competencies, learning assessment, and comprehensive training. These themes become, concurrent, unprecedented in the educational field and extremely relevant today, and whose offer could effectively contribute to several Basic Education schools and, perhaps, as a consequence, to Higher Education institutions, since the positioning of contemporary education, at all its levels, increasingly strives for the development of skills in students, as well as for an assessment of learning consistent with contemporary educational premises. Thus, the study opens possibilities for further research and discussions on the subject. |
