Sobre percepções docentes acerca da avaliação da aprendizagem e da Prova Brasil, em turmas do 5º ano do ensino fundamental da rede municipal de educação de Uberlândia-MG

• Ano de defesa: 2018
• Autor(a) principal: Costa, Simone Freitas Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Avaliação externa; Prova Brasil; Avaliação da aprendizagem; Percepções docentes; External assessment; Assessment of learning; Instructors’ perceptions; Educação; Avaliação educacional – Uberlândia - MG; Aprendizagem – Avaliação; Professores – Experiências; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/24214; http://dx.doi.org/10.14393/ufu.te.2019.905

This thesis, nurtured by research conducted in schools of the Rede Municipal de Educação of Uberlândia-MG, proposes to grasp how do teachers of 5th year's Anos Iniciais classes from elementary school in the Rede Municipal de Educação from Uberlândia-MG perceive external assessment's power over the assessment of learning and how does Prova Brasil affects the latter. It was intended to achieve an understanding in regard to features of the formation held by instructors that participated in this research; aim was set into analysing how did Prova Brasil affect the assessment of learning; also longed for was the understanding of the implications that legal documents on methodological choices by the instructors to assess the learnings of their classes has; furthermore, it was researched how assessment was presented in the Rede Municipal. Likewise, it was a target of this thesis’s investigation the way instructions from the Secretaria Municipal de Educação (SME) arrived at teachers, and the former’s relations to the assessment of learning. 17 teachers, coming from 10 education units, took part in this research. Holding a qualitative approach, the methodological path of choice is the dialectical; the Historical-Critical pedagogic theory is assumed. Data building was made via questionnaire and semistructured interview, documentary analysis and bibliographic study. Evidence show that the initial formation did not prepare the aforementioned instructors to the task of assessing their classes; it showed that the latter, sometimes, appealed to just-starting colleages’s collaboration. On a general basis, it was noted that Prova Brasil substantially biased the assessment of learning they applicated to their classes, since the external test’ model had an effect on the preparation of written tests. As from the analysis of several legal provisions and other records it was evident that the guidelines provided by SME sought to be build out of the difficulties and requests of the education professionals, specially by means of dialogue circles in the education units. Nevertheless, the instructors did not feel like protagonists of the teaching-learning process, given that when questions relative to the guidelines to assess their students were raised, their answers contents gravitated around the impositions made by the SME. We can also declare that the instructors, although in disagreement about the contributions of Prova Brasil to the learnings, kept performing the whole preparation of students, postponing the 5th year’s planned teachings. Another contemplated aspect is that the majority of teachers shared a whole palette of feelings under the prohibition they were subjected, namely, to be not in the classroom during Prova Brasil’s implementation, among which, we emphasize: embarassment, preclusion and disappointment. Hence, we hope this research contributes for deepening studies in the field of assessment and for the realization that, i.a., urgently the instructor’s formation provides for, significantly, theoretical and methodological preparation in order that future generations might dispose of better conditions to assess the learnings of their students.