Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Ramos, Cláudia Bassoaldo |
| Orientador(a): |
Santos, Eliane Aparecida Galvão dos |
| Banca de defesa: |
Lunardi, Elisiane Machado,
Marquezan, Fernanda Figueira |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/664
|
Resumo: |
This study fits into the research line teaching, Epistemologies and teaching building up in a teaching of humanities and Languages Master’s degree course at the University Franciscana. Such study rises reflexions on external assessment policies and their implications in the teaching and learning process. It aims at understanding how teachers of first school years in elementary school in the city Teaching System (Santa Maria/RS) links the teaching and learning assessment process to IDEB results. It’s a qualitative approach investigation and it features a research of documental nature. Data gathering was through a questionnaire, which was made up of closed, open and mixed questions, correlated to the research problem. For the analysis and data understanding, the technic of content analysis was used, having a theoretical-methodological support, Bardin’s (1997) contributions. Six schools of Santa Maria/RS teaching system were the context of investigation, located in East, South and Camobi regions, being two in each region. One of them showed high and another one low IDEB in 2015. Research results showed that at the beginning of external assessment policy influences implementation there was a lot of resistance in the school context. However, nowadays teachers feelings are of acceptance and wish of enlarging their knowledge regarding policies aiming at improving their teaching practices. On the other hand they also state that there is a lot of pressure in order to the set goals to be reached and that such policies ignore the social-historical cultural context were the school is in. These facts cause unrest and anxiety for both students and teachers. It follows that the majority of teachers plans and put into effect their teaching practices noticing the importance of linking IBGE results with the teaching and learning assessment process. The research showed the teachers’ and school concern which together try to definy actions to face challenges and reach better results in the teaching and learning process quality. |
