Construção colaborativa de pareceres descritivos nos anos iniciais do ensino fundamental

Detalhes bibliográficos
Ano de defesa: 2017
Autor(a) principal: Campagnolo, Camila
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
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
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/15542
Resumo: 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.