Construção colaborativa de pareceres descritivos nos anos iniciais do ensino fundamental

• Ano de defesa: 2017
• Autor(a) principal: Campagnolo, Camila
• 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: Avaliação da aprendizagem; Pareceres descritivos; Anos iniciais do ensino fundamental; Práticas colaborativas; Learning assessment; Descriptive opinions; Early years of elementary education; Collaborative practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/15542

This Professional Master's research was developed in the line of Basic Education Policies and Management, of the Postgraduate Program in Public Policies and Educational Managemen, and proposes a study about the assessment of learning in the early years of elementary school, with emphasis on the collaborative construction of descriptive opinions. By general objective it prioritized to understand how a collaborative proposal of evaluation of the learning can contribute for the construction of descriptive opinions of the initial years of the basic education of a school in São Pedro do Sul - RS. By specific objectives it defined: to understand the historical trajectory of the evaluation of the learning, its conceptions, tendencies and policies; analyze and [re] mean studies about the evaluation processes existing in the school; collaboratively develop new knowledge about the descriptive opinions of the early years of elementary education. The research methodology was based on the qualitative approach, with the accomplishment of a state of knowledge, documentary analysis and dialogic research-formative circles; the analysis of data was carried out from the perspective of content analysis. The research context was a public school in São Pedro do Sul, Rio Grande do Sul and the subjects the teachers of the initial years of elementary school and the management team. The main challenge of the research was to provide an environment for the exchange of information and knowledge among the teachers working in the researched school, so as to elicit the collaborative and democratic construction of the descriptive opinions of their students, product of this research. It is concluded that with the shared construction of descriptive opinions in the initial years, it became possible to reflect on the pedagogical work in the school, as well as to qualify the daily and quarterly evaluation records in order to instrumentalize teachers, students and their families regarding the process Teaching and learning.