Práticas avaliativas de egressos do curso de Pedagogia a distância da UFMT : implicações da formação inicial e o exercício de ser professor

• Ano de defesa: 2012
• Autor(a) principal: Kuhn, Ana Paula
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação de professores; Educação a distância; Avaliação da aprendizagem; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teachers’ education; Distance education; Learning evaluation
• Link de acesso: http://ri.ufmt.br/handle/1/866

This research was conducted in a public school from Sapezal city, Mato Grosso State, with five teachers graduated in Pedagogy, Bachelor modality for the Early Years of Elementary Education, Federal University of Mato Grosso, through the Center for Open and Distance Education. Our research problem was to analyze whether the theoretical and practical aspects of the Pedagogy Course contributed for the construction of a mediator and emancipator evaluation conception. This is a case study supported the qualitative approach. The first, because we speak specifically of the evaluation practices of teachers graduated in the course mentioned above and, the second, because we do an interpretive analysis of data collected. For analysis of the interviews we used the contribution of Bardin (1977), with content analysis. Initially, we discuss the construction of the teachers’ identity and their teaching knowledge. In the second stage, we do a context of distance education, specifically in Brazil, comprising the Teacher´s Interinstitutional Qualification Program. Thus, we contextualized the Formation Course Pedagogy Project from UFMT/IE/NEAD, analyzing its goals, perspectives and proposal evaluation. We also discuss the history of educational assessment in order to understand the mediator and emancipator evaluation conception. Then we present our research methodology and data analysis. We conclude that this research contributed to understanding the construction of teachers’ identity, teachers’ knowledge and its implications for evaluative practices.