Humanizando a avaliação em ciências: sob o olhar das habilidades socioemocionais

• Ano de defesa: 2018
• Autor(a) principal: Bandeira, Rubiana Passos Custódio
• Orientador(a): Araújo, Yzila Liziane Farias Maia de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Escolas; Aprendizagem cognitiva; Educação não cognitiva; Habilidades Socioemocionais (HSE); Socioemotional Skills; Teaching; School
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/8131

The current education centered on knowledge and scientific knowledge cannot supply the training of individuals in all spheres, being necessary for a complete and effective formation, to take into account all the aspects that construct the subject, among them the social and emotional needs. This study consists of an analysis of the use of Socioemotional Skills (HSE) as a humanizing element in the evaluation of learning in science. The aim of the research was to understand the evaluation of learning and HSE from the perspective of some teachers in the field of natural sciences, and to reflect on the possibilities and difficulties of its use associated with the evaluation process. Thus, the work will answer the following question: What are the possibilities and difficulties of using an HSE approach in the evaluation process of learning? The research has a look at the qualitative approach, and as adopted instruments was based on the combination between different strategies: application of interviews and realization of workshop incorporating the HSE to the evaluation. Firstly, the work has two stages, the first one consisted of analyzing the conceptions of 11 teachers of the area of natural sciences on the evaluation of learning and HSE. Secondly, they propose to present the knowledge about HSE in education, encouraging the use of methods based on a more subjective look at the evaluation process, and finally to reflect together with the teachers about the possibilities, and difficulties of using the proposed methods. The work also shows in an initial way the importance of rethinking in the construction of a more reflective and subjective view before the student and the evaluation practice. Among the difficulties encountered by the teachers, we can mention: the positivism of Science, the technical rationality of training, the educational system that prevents the teacher from innovating, the saturation of content as an example, the reference matrix ENEM and the traditional approach built historically within education. Within this understanding, it is important to analyze what we have as positive points, and through them to gather forces for a more humanized evaluation. As points of possibility the teachers listed: the formative and continuous perspective of the evaluation, the awareness that the evaluation process is simplistic today, the reception of the difficulties of the students, the understanding of the heterogeneity of the students as complex subjects, and the possibility of allowing the student participates in pedagogical and evaluative planning to decentralize the teacher's speech and enable student protagonism. Thus, we can reflect in the recognition that the HSE must be an object of planning science classes, so that it can become part of the teaching profession.