Do discurso à prática: como se caracteriza a avaliação da aprendizagem escolar entre professores de biologia do ensino médio

• Ano de defesa: 2009
• Autor(a) principal: MORAIS, Ruth Longuinho de
• Orientador(a): CHAVES, Sandramara Matias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação em Ciências e Matemática
• Departamento: Ciências Exatas e da Terra
• País: BR
• Palavras-chave em Português: avaliação, biologia, ensino médio
• Palavras-chave em Inglês: evaluation; biology; high school
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/579

This is a descriptive-exploratory study conducted among students and teachers from High School in the Public Education Network of Distrito Federal. The main objective of this research was a survey of ideas and evaluation practices of Biology teachers and their impact to students, trying to answer the following questions: What is the evaluation of school? How is the assessment of learning in Biology in High School learning? What are the instruments and procedures used to assess school learning? How these instruments are made? The evaluation method adopted affects the behavior and / or participation of students in the classroom? The academic and continuing education of Biology teachers include the evaluation of school learning? What are the elements that are articulated in the design of evaluation practice? The research was performed by means of techniques of data collection such as observation, questionnaires, documentary analysis and focus groups. We noted that among the Biology teachers of High School, there is a sincere search for diversification and quality evaluation process, however barriers to evaluation practice raised by the teachers themselves, prevent the primary function of evaluation, the promotion of learning, to take effect, in fact. The guidelines from the Ministry of Education (MEC) and the State Department of Education of Distrito Federal (SEEDF) influence the pedagogical practices of teachers so the exam has not been presented as the center of evaluation of school learning, enabling the adoption of different evaluative ways to allow the extraction of the student information to decision-making toward learning