Classifications and moral values in student evaluation boards

Mascarenhas, Maíra; Fry, Peter

doi:10.1590/1809-43412015v12n2p351

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“…Nestes estu-2007;SOARES, 2012;VALES, 2011;VILLAS BOAS, 2006; VILLAS BOAS; DIAS, 2015 e VILLAR, 2009. 6 As publicações que focam seus estudos no EF II são ALBUQUERQUE, 2012;ALENCAR, 2006;AR-CAS, 2009; CASEIRO; GEBRAN, 2008;CAVALCANTI NETO;AQUINO, 2009;DINIZ, 2007;DU-BOC, 2007;FAVARÃO, 2012;FONSECA;TALIM, 2007;FURLAN;GRANDO, 2011;GALVÃO, 2013;GUIMARÃES, 2010;MASCARENHAS, 2015;QUEIROZ, 2010;RUY, 2006 9 As publicações que não especificam a etapa de ensino estudada são BOHN;SILVA, 2013;SANTOS, 2010;SILVA, 2010e TRINDADE, 2009 Pertencem à categoria Mescla de avaliações as seguintes publicações: ALBUQUERQUE, 2012;AL-MEIDA, 2008;ANDRIOLA, 2012;ARCAS, 2009;BASTOS, 2007;BUORO, 2013;CA VALCANTI NETO;AQUINO, 2009;CHRISTOFARI, 2008;CUNHA, 2007;DINIZ, 2007;DUBOC, 2007;dos se evidenciam ações com características de tomada de decisão após o diagnóstico (LUCKESI, 2011) tendo como objetivo principal a aprendizagem dos alunos (PERRE-NOUD, 1999) concomitantemente a presença de açõ...…”

Section: Gráfico 1 -Etapas Da Educação Básica Estudadasunclassified

“…A categoria Avaliação tradicional 11 abarca, portanto, esses trabalhos, cujos ideais balizadores das práticas estão ainda estagnados nas práticas originárias da avaliação, a serviço da seleção dos alunos (PERRENOUD, 1999), ROS;PIMENTA, 2013;FAVARÃO, 2012;GORNI;SANTOS, 2009;GUIMARÃES, 2010;LEMOS, 2012;LOCH, 2006;MARINHO;LEITE, 2014;NASCIMENTO, 2012;OLIVEIRA, 2014;PARDINI, 2010;QUEIROZ, 2010;REIS, 2009;RODRIGUES, 2010;SANTOS-LIMA, 2008;SATO, 2007;SIBILA, 2012;SILVA, 2011;SOARES, 2012;TRINDADE, 2009; VILLAS BOAS, 2006 e VILLAS BOAS; DIAS, 2015. 11 Na categoria Avaliação Tradicional, alocamos os seguintes trabalhos: ALENCAR, 2006;AMARAL, 2006;BESERRA, 2006;BOHN;SILVA, 2013;CASEIRO;GEBRAN, 2008;FONSECA;TALIM, 2007;LUCENA, 2006;MASCARENHAS, 2015;MELO, 2006;OLIVEIRA, 2006;PERREIRA, 2008;VA-LES, 2011e VILLAR, 2009 incentivando o caráter utilitarista da avaliação e, portanto, da relação do aluno com o conhecimento: importa "aprender" algo apenas para mostrar para o professor que se sabe…”

Section: Gráfico 1 -Etapas Da Educação Básica Estudadasunclassified

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Avaliação formativa: um estudo de práticas inspiradoras no ensino fundamental I de uma escola estadual de São Paulo

Guerra¹

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This dissertation is the result of a research that sought to investigate some modes of evaluation in the Continuous Progression regime, which had the characteristics of a formative evaluation, considering the day-to-day classroom, the use of different assessment tools, the vision of the teachers and the internal and external orientations that could influence the actions directed to the formative evaluation. To that end, we selected a State Elementary School I of the State of São Paulo, whose practices were considered as a reference in their region and were considered by us as inspiring practicesunderstood here as practices that meet the perspective of for-which implies the use of evaluation tools so that they serve to show the teacher the knowledge acquired by the students and thus enable a reorientation of the path to be followed so that all can achieve the desired goals. Our research process involved consultation with the Participative Management Plan (2015)(2016)(2017)(2018), minutes of meetings of the Collective Pedagogical Work Class (ATPC) and the minutes of Class Councils, observations of ATPC meetings, of classrooms (from the 4th and 5th years accompanied) and of Class Councils and interviews (with the teacher of the 5th year and with the teacher-coordinator). The collected data were analyzed mainly in the light of the theoretical reference of formative evaluation considering the reflections of Fernandes (2009), Hadji (2001), Luckesi (2011) and Perrenoud (1999) and the learning process described by Meirieu (1998). It was evidenced the juxtaposition of practices that involved the evaluation process and, therefore, also of teaching and learning. We understand that changes take place within a process that, in this case, is still under construction, re-modeling for a course with new evaluation cultures, and this, certainly does not happen without tensions, without contradictions. The day-to-day actions of the classroom have been influenced by internal and external orientations from the planning and replanning moments, the external evaluations and the partnerships that the school performs. On the other hand, the practices focused on formative evaluation were operationalized in the school in activities of classroom, in the moments of learning recovery and reinforcement and in the Participative Class Council. In the context of this school, we highlight the way in which the pedagogical team positions itself in front of the problems it faces: they are not intimidated, they seek information, they study, they exchange observations and they propose actions, reorienting their course and their decisions if they do not have been agreed at the outset. It is this set of factors that allowed us to affirm that the practices described here were characterized as inspiring.

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Section: Gráfico 1 -Etapas Da Educação Básica Estudadasunclassified

Avaliação formativa: um estudo de práticas inspiradoras no ensino fundamental I de uma escola estadual de São Paulo

Guerra¹

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Classifications and moral values in student evaluation boards

Cited by 1 publication

References 5 publications

Avaliação formativa: um estudo de práticas inspiradoras no ensino fundamental I de uma escola estadual de São Paulo

Avaliação formativa: um estudo de práticas inspiradoras no ensino fundamental I de uma escola estadual de São Paulo

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