RESUMO: O presente ensaio tem por objetivo apresentar uma reflexão sobre as potencialidades do mapa conceitual como estratégia de ensino/aprendizagem e ferramenta avaliativa. Revisitar o referencial teórico relativo à temática possibilitou contemplar a utilidade do mapa conceitual sob diferentes perspectivas: daquele que ensina e daquele que aprende. Valer-se dos mapas conceituais como estratégias de ensino/aprendizagem, também e concomitantemente como ferramenta avaliativa, é criar possibilidades para a organização do conhecimento pela promoção de experiências educativas que provoquem não somente reflexão, busca de compreensão e processamento profundo da informação, mas também o desenvolvimento da autorregulação, da metacognição e do aprender a aprender. Palavras-chave: Estratégias de Ensino e Aprendizagem; Avaliação da Aprendizagem; Mapa Conceitual. CONCEPTUAL MAPS: TEACHING AND LEARNING STRATEGIES AND AN EVALUATIVE TOOL ABSTRACT:This essay has the purpose of reflecting upon the potential benefits of conceptual map as teaching and learning strategies and an evaluative tool. To revisit the theoretical framework of this theme made it possible to analyze the utility of conceptual map under different perspectives: the teachers´ and the students´. It became clear that the use of conceptual map as teaching and learning strategies, as well as an evaluative tool, leads to knowledge organization by means of promotion of learning experiences which not only generate reflection, comprehension and deep processing of information, but also contributes to the development of metacognition, self-regulation and learning to learn processes.
The main concern of this study was to overcome evaluative practices that add little to the formation of the nursing professionals committed with unveiling, reflecting and overcoming the difficulties of their daily work routine. Thus, it was necessary to better understand how a new evaluation practice alters a previous conception and interferes in the formation of new professionals. For this reason, a qualitative study was developed, involving 21 students from the Nursing Assistance Administration course. For the collection of data different instruments were "used": symbolic representation, questionnaires, portfolios, performance analysis cards, direct observation of daily activities and discussion groups for the analysis of the aspects to be improved in the professional performance. The analyses showed that evaluation as a process generated a higher level of commitment to reflecting on the practice and improvement of the work process and to overcoming issues arising in the daily routine. The results obtained allow us to state that fear gradually disappears when evaluation prioritizes the process and not only the product, that evaluation as a process is an important factor in the relation between teaching and learning and that the horizontal relationship between teacher and learner contributed to the formation of a conscious and critically wellprepared professional to make decisions.
Resumo: Cumpre à escola a proposição de novas formas de produzir e distribuir o conhecimento, orientado para novas formas de compreender e atuar no mundo, o que pressupõe o desenvolvimento de uma prática pedagógica voltada para a prática social. Entretanto, a formação dos professores, privilegiando a dimensão teórica, mantém-se distante da dimensão prática; perpetuando a dicotomia teoria-prática, dificulta, quando não impossibilita, aos professores o aperfeiçoamento da capacidade de refletirem sobre o seu próprio fazer para, contínua e progressivamente, transformá-lo. Assim, faz-se necessária a promoção de processo educacional crítico que, superando a mera transmissão de conhecimentos, permita a vivência plena da unicidade entre a teoria e a prática pedagógica. Palavras-chave: Unidade teoria-prática; formação de professores; educação crítica.Abstract: It is the school's duty to suggest new ways of producing and distributing knowledge oriented to new ways of understanding and acting in the world, leading to the development of an educational practice that deals with social practice. However, the teachers formation, favouring the theoretical dimension, is distant from the practice; enduring the theory-practice relation, makes it difficult, when not impossible to the teachers, the improve the capacity of reflecting upon their own participation in the process to, continuously and progressively, transform it. Therefore, it is necessary to promote a critical educational process, which not only allows the perfect relation between theory and educational practice but also overcomes the simple transmission of knowledge.
dificultades de la rutina escolar y de las proposiciones teóricas que fundamentan y orientan el saber y la actuación docente, demostró ser un camino con futuro, en la construcción de una práctica evaluativa comprometida con el aprendizaje del alumno y con la promoción de alternativas pedagógicas destinadas a la mejoría del proceso de enseñanza. Palabras-clave: formación de profesores, evaluación del aprendizaje, enseñanza y aprendizaje. AbstractAiming to overcome traditionally developed ways for the continuing formation of educators who work in the First Cycle of Elementary School (grades 1 through 4), mainly concerning evaluation of the learning process, an investigation was conducted in the way of action in a public school. While constructing a new evaluative conception and practice, through reflection on the actual "doing", the educators created, analyzed and implemented an Evaluation Project; they (re)devised their planning, making them adequate to the results obtained in the evaluation processes implemented; and they (re)built pedagogical practices to overcome the difficulties they identified in the process of knowledge appropriation, in an effort to promote a better regulation of the learning process. Despite all difficulties encountered in the course of the experiment, the development of the continued education process inside the school, based on the analysis of the specificities of the context, of the difficulties of daily school life and of the theoretical propositions that underlie and guide the educator's knowledge and actions, proved to be a promising path in the construction of a new evaluation practice committed to the student's learning process and to the promotion of pedagogical alternatives intended to improve the teaching process.
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