Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
SANTANA, Tamara Menezes Soriano de Souza de
 |
| Orientador(a): |
SILVA, Suely Alves da |
| Banca de defesa: |
LIMA, Analice de Almeida,
SOUZA, Sandra Rodrigues de,
SILVA, Simone Gomes da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8330
|
Resumo: |
This work aimed to analyze the conceptions of biology teachers about learning assessment and what influences exist on their thinking and practicing in the evaluation process. It is a case study of two professors of biology, we call the marine and health, of a state public school in the northern reef area in the State of Pernambuco. For the data collection, interviews and observations were made and for the data analysis we used the Bardin content analysis. Four theoretical categories related to the four generations of the evaluation proposed by Guba and Licoln were determined a priori: first generation of the evaluation - generation of the measurement; second generation of evaluation - description generation; third generation of evaluation - generation of value judgment; and fourth generation evaluation - constructivist generation responsive, but when analyzed the data we can find three empirical categories that we distributed in the first three generations of the evaluation, we do not find evidence of fourth generation of the evaluation in the teachers' discourse. Thus, at the end of the study, we perceive that teachers possess characteristics more strongly than the first three generations of the evaluation and that this question is related to the influences of the school life of each teacher that cause them to evaluate as they were evaluated throughout their academic life , but there is an effort and recognition in the failings as to how to evaluate, but that are not enough to modify their actions in the room. Therefore, there is a need for continuous training in the evaluation of learning in schools so that teachers can re-signify their concept of evaluation and put this new philosophy into practice. |
