Avaliação em filosofia: um estudo sobre concepções e práticas de professores

• Ano de defesa: 2018
• Autor(a) principal: Pinto, Guilherme dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Avaliação; Filosofia; Concepções; Ensino médio; Evaluation; Philosophy; Conceptions; High school; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/15611

The theme "Evaluation in philosophy" covered several moments of my academic trajectory and, in view of its relevance to teaching philosophy, motivated this master's research. This study was developed in the Postgraduate Program in Education of UFSM, based on the Line of Research School Practices and Public Policies (LP2).With this study we aim to identify and problematize conceptions and practices of evaluation of philosophy teachers; describe the different conceptions of evaluation produced in the area of education; present the theoretical and legal contributions on evaluation in philosophy; identify and problematize the daily confrontations of philosophy teachers in the evaluation processes; and to understand and problematize the way that philosophy teachers evaluate the philosophical skills of their students. The research was developed based on a philosophical study, which is understood as a problematizing study, having as support the authors dedicated to the theme of philosophy teaching: Lidia Maria Rodrigo (2009); Alejandro Cerletti (2009); Renata Aspis and Silvio Gallo (2009); Silvio Gallo (2008; 2012); Walter Kohan (2008) and Guillermo Obiols (2002). The materiality of the research were semi-structured interviews, developed with philosophy teachers from four (4) public high schools in Santa Maria. The criterion of choice was the highest average number of students per class in the city. The data produced from the interviews were grouped into preestablished categories: teaching methodologies; philosophical skills; teaching and learning in philosophy; evaluation concepts (with the subcategory: the evaluation feedback); and difficulties to evaluate in philosophy. As results we indicate that the teachers interviewed have a great difficulty to talk about evaluation and about the philosophical skills they develop. Of the four (4) teachers interviewed, three (3) evaluate in line with the conception of philosophy teaching that they have and seek to accomplish in their classes. Thus, it is concluded that the results are very relevant and that the theme needs to be increasingly explored, in order to deepen and signal other reflections.