Avaliação da práxis docente como contributo à melhoria profissional: o desafio de avaliar quem sempre avalia

• Ano de defesa: 2019
• Autor(a) principal: Carvalho, Alanna Oliveira Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Avaliação docente; Ensino-aprendizagem; Práxis pedagógica
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/47736

In recent years, educational evaluation has been curtailed, for assignments that sometimes hinder the scope of your fundamental goal: to assist in effective decision-making about concrete changes in the Brazilian educational reality. Due to that deviation, the assessment becomes discredited by some of the main actors in the field. The discussions around educational policy and its reach given large-scale assessment results propose a more specific view towards the role of the teacher. Students performance in the results of large scale assessment may reflect, most of times, teachers' performance. By believing in this regard, some initiatives of teacher training policies are being developed in Brazil in recent decades, to assist them in improving theory and practice. However, although they have been viewed, in recent years, positive points in this initiative indirectly that reaches the potential problems of teaching practice can leave gaps in the identification of factors that can provide greater methodological-theoretical security in the performance of the teacher. Given that, the present work aims investigate the understanding of teacher evaluation by teachers from the early years of elementary school, starting from subjective factors of the teaching profession, associated with the desires and needs of these teachers in the analysis of their practice, estimating reflection and improvement. Conceiving reflection-action-reflection in teacher’s practice, assessing their performance must resound in their daily decision-making process. Thus, the the thesis of this study was: the teaching evaluation, whose purpose is the teaching autonomy-to reflect on its practice, when drawn from the own desires and needs of the teacher, reveals itself as a proposal capable of having greater acceptance and responding The performance of the educator. Starting from the bibliographical and documental researches, we will seek the theoretical fundaments of authors such as Fernandes (2008), Gatti (2013) and Wise (1984), in regard to assessment of teaching practice; Libâneo (1998), Pimenta (1999) and Tardif (2002) in what concerns teacher formation and knowledge; as well as the legal approach given by the Law 9.394/1996, Lei de Diretrizes e Bases da Educação (Brazilian Education Guidelines and Bases), the Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada (National Curriculum Parameters for the initial and further formation) – Normative Resolution 2/2015, among other authors and legislations. In what concerns qualitative nature, this study adopts the phenomenological approach to investigate and analyse data, with emphasis in the heideggerian philosophy, which is essential in finding out that which is revealed in oneself from the subjects that live it. The subjects investigated in this research were teachers in public schools from the starting years of the secondary school in Horizonte/CE. The observation and the interviews in two-step were used as data collection techniques – pre-analysis and analysis of the concepts. The study pointed out aspects that may better guide and serve as a basis for the design of an evaluation of the teaching practice, permeated by the understanding of the teacher being from the vision of his pedagogical praxis.