A organização do trabalho pedagógico: avaliações externas no bloco de alfabetização

• Ano de defesa: 2019
• Autor(a) principal: Cardoso, Gabriela Cedalia
• 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 Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Avaliações em larga escala; Educação básica; Bloco de alfabetização; Formação de professores; Large-scale evaluations; Basic education; Literacy block; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/20684

This study is part of Research Line No. 2 (LP 2), Pedagogical Management and Educational Contexts, of the Professional Master in Public Policy and Educational Management, of the Center for Postgraduate Program in Public Policy and Educational Management (PPPG), of Education, Federal University of Santa Maria (UFSM). The central focus is external evaluations and the organization of pedagogical work in the literacy block. As a general objective, we seek to understand the organization of pedagogical work in the literacy block facing external evaluations in a public school. Specific objectives are: to recognize the demands and demands that involve the organization of pedagogical work in the literacy block, in view of the quality indices and educational policies of government; identify the repercussions of external evaluations on the organization of the pedagogical work of the literacy block teachers; know the conceptions of teachers working in the literacy block about the current external evaluations; to know the managers' conceptions about the current external evaluations and to problematize the implementation of the large scale evaluations from pedagogical meetings in the literacy block. We use as theoretical assumptions the studies of: Ferreiro (1999), Mortatti (2004, 2000), Lück (2008a, 2008b, 2009, 2014), Libâneo, Oliveira and Toschi (2012), Bolzan (2006, 2007, 2009, 2011), Marcelo Garcia (1999, 2013), Hoffmann (1993, 2005, 2014), and Perrenoud (1999, 2002). The study is characterized as a qualitative research of the case study type, having as base of studies, the description and analysis of pedagogical meetings with the subjects involved, being these the teachers of the literacy block and the pedagogical coordinator of the researched school. For data collection, questionnaires, documentary analysis of the Pedagogical Political Project (PPP) and pedagogical meetings were used. The descriptive and interpretative process of the findings was based on the teachers' narratives in six meetings, which allowed the construction of a large category: the educational policies of government. These policies are made up of two categorical dimensions: the organization of pedagogical work in the literacy block and external learning assessments. The discussions of both dimensions were permeated by a single transversal axis: teaching, which is the key point of this study. Thus, we show that external learning assessments have contributed little or nothing to students' learning, as they do not respect the rhythms and needs of students. Also the ANA Exam has not presented a return to school, which makes it difficult to organize teaching work. The teachers also expressed the need for a shared work within the institution that favors dialogue, the exchange of experiences and the reflection of the practice. The study and the analysis of the findings allowed us to understand the relationship between external evaluations applied in the first three years of elementary school and the organization of teaching pedagogical work, discussing the public educational policies, the specific training activities for literacy and the need of shared work at school.