Os Efeitos Da Avaliação Da Aprendizagem Na Saúde De Educandos Do Ensino Fundamental I: Uma Problematização De Resultados De Pesquisa

• Ano de defesa: 2017
• Autor(a) principal: Moraes, Victor Dos Santos [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Learning Evaluation; Education And Health; Elementary School; Avaliação da aprendizagem; Educação e saúde; Ensino Fundamental
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5056509; http://repositorio.unifesp.br/handle/11600/50887

Intending to contribute to a questioning of research results, this study aims to understand the effects of learning evaluation in students´s health of the early years of elementary school taking as data dissertations and theses about this subject. Therefore, it is necessary to discuss about what grounds have subsidized evaluation practices developed in this age group classes based on a bibliographical study aimed at the issue of learning evaluation. This is a qualitative research that has as theoretical framework studies of authors such as Luckesi (2011), Souza (2010), Freitas (2013), Rangel (2009), Formosinho (2011), Passone (2014), among others, which discuss about the specific field of evaluation and about the relations between education and health. Thus, this research has developed, in its essence, a detailed survey of the Digital Library of Theses and Dissertations (BDTC) of the Brazilian Institute for Information in Science and Technology (IBICT) of existing academic papers on the theme discussed which resulted in the final selection of 12 studies, highlighting the correlation between evaluation of learning and the health status of children who are subjected to it. The study sought to understand, in this way, through a methodology anchored on critical interpretivism (BREDO; FEINBERG, 1982; TAYLOR, 1982) and content analysis (BARDIN, 2011), how this phenomenon can compromise the performance of the students and their impact on school trajectories of these individuals, whose results pointed out that systematized practices of evaluation are almost non-existent and those that are explicit are also based on an authoritarian and classificatory evaluation model that ends up provoking a psychological suffering for the students (GONZÁLEZ REY, 1997), making them still more vulnerable to school failure.