Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
SANTOS, Andressa Rodrigues dos
 |
| Orientador(a): |
ARAÚJO, Monica Lopes Folena |
| Banca de defesa: |
NEVES, Ricardo Ferreira das,
OLIVEIRA, Maria Marly de,
BATISTA NETO, José |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9189
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Resumo: |
The Obligatory Supervised Internship (OSI) configures as a curricular component of the teachers' initial formation, it has a great importance to the understanding of school reality, overcoming reproductive paradigms and establishing the theory-practice unit through reflection-action. The evaluation of learning, as an articulating element of the teaching and learning processes, has a great importance for the full development of OSI, because when developed in its full sense it favors the theory-practice, allows systematic and qualitative monitoring of the students' knowledge construction, and in addition, allows the teacher to reflect on his practice, supporting the decision-making necessary for everyone to reach the pre-established educational objectives in a satisfactory manner. The importance of submitting future teachers to truly evaluative processes is given by the reproductive characteristic that it has, we usually evaluate in the same way we were evaluated, therefore, only through evaluative experiences will the future teachers be able to understand the possibilities of this practice to favor the processes of teaching and learning. Therefore, we ask ourselves: "what are the conceptions of evaluation and evaluative practices that guides the OSI in the scope of the Science and Biology teachers' initial training?". Based on the research problem, we outline our general objetive: to understand the evaluative concepts and practices that guides the OSI in the context of Science and Biology teachers' initial training. And, as specific objectives: to analyze the conceptions of teachers who teach the OSI; diagnose the criteria and instruments that these teachers use to evaluate undergraduates; and identify what is done with the results obtained through the evaluation instruments. The present research has a qualitative characteristic and holds as its field of study the OSI of the Degree in Biological Sciences of a Higher Education Institution (HEI), located inland of the State of Pernambuco, of greater relevance in the region in which it is inserted. The research had the collaboration of three social actors who work at the OSI. As instruments of data collection, we used documentary analysis, non-participant observation and semi-structured interview. As a form of data treatment, we performed content analysis (BARDIN, 2011). The obtained results points out that only one of the social actors presents the conception of evaluation in order with the characteristics defined by the theoreticians who study the evaluation of learning, in which the teacher gives the evaluation its formative characteristics. On the other hand, the university's context and its orientation given mainly through resolutions hinder the implementation of the learning assessment consistent with the above mentioned teacher's assessment conception. Concerning the two others social actors, one of them does not present a practice consistent with its concept of evaluation, and the other, presents a concept of evaluation that it is close to the examination/verification. We consider the need for HEI to reformulate the structure in which OSI are currently being developed, so that it meets the specifc characteristics of the campus and its human and financial resources. In addition, we emphasize the importance of continuing education for teachers working in OSI so that evaluative practices are problematized and reframed. |
