A relação pedagógica e a avaliação no espelho do portfólio: memórias docentes e discentes

• Ano de defesa: 2010
• Autor(a) principal: Marcia Ambrosio Rodrigues Rezende
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Prática; Avaliação; Memória docente/discente; pedagógica; Relação pedagógica; portfólio; Educação; Professores Formação; Pratica de ensino
• Link de acesso: http://hdl.handle.net/1843/FAEC-87YPQC

The present work has as study object the pedagogical relationship and the formative opportunities created by the construction of learning portfolios: teachers and students memories. It has its genesis on the discussions during the master and an academic professional experience as a substitute teacher in the Didactical Course for Teaching Licensing at FaE/UFMG, in the years 2002, 2003 and 2004. The central questions are: first, which knowledge and meanings teachers and students construe in class when they experience the construction of learning portfolios in a context of a dialogical and participative pedagogical relationship? Second, what new meanings, knowledge and values are grasped from that relationship? third, which formative opportunities are aggregated to the formation of the teacher who lives that experience? A qualitative investigative-analytical-descriptive approach was carried out from a data collecting process using the re-written of the teacher experience, focal groups and analysis of photographs (reconstitution of the book of photos from the classes) and of the learning portfolios. We have studied deep the experience to find out the results that led to three discoveries: first, work projects represent a significant pedagogical strategy of knowledge construction; second, portfolio is a formative practice of evaluation; third, photograph show to be a possibility of student creation and production. As results of the present work, we highlight: the pedagogical relationship with the permanent dialog between teachers and students; multiple processes of re-creation and re-signification of pedagogical practices producing formative opportunities and revealing appropriating of multiple languages; reading, writing and research practices during the process involve strategies of revision and reflection of the activities, exercising cycling the self-evaluation and self-regulation in a significant way. It also highlights some obstacles that must be overcome: changing the conception of evaluation as a quantification that permeate the thoughts of students and teachers and the insertion of new disciplines that can share that practice in order to put the evaluation in a new place in the academic context.