O Processo avaliativo na progressãoa continuada : qual o sentido do erro?
Regina Celia Montefusco Florindo Pessoa
DISSERTAÇÃO
Português
(Broch.)
T/UNICAMP P439p
Campinas, SP : [s.n.], 2007.
Orientador : Maria Marcia Sigrist Malavazi
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Resumo: Esta pesquisa busca entender o papel do erro, com ênfase na avaliação da aprendizagem. Por se tratar de uma reflexão sobre o erro no processo avaliativo, sua contextualização passa a ser constituída a partir de três níveis de discussão: o do processo de avaliação da aprendizagem no contexto...
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Resumo: Esta pesquisa busca entender o papel do erro, com ênfase na avaliação da aprendizagem. Por se tratar de uma reflexão sobre o erro no processo avaliativo, sua contextualização passa a ser constituída a partir de três níveis de discussão: o do processo de avaliação da aprendizagem no contexto da Progressão Continuada; o conceito de erro que emerge no cotidiano da sala de aula, e a sistemática adotada pela professora da sala de aula observada, no que se refere à correção dos erros dos alunos. A pesquisa se deu em uma escola pública do Estado de São Paulo, registrando através de observações o cotidiano de uma professora e seus alunos. Num outro momento, foram realizadas entrevistas com a professora e análises dos documentos oficiais da Secretaria de Educação do Estado de São Paulo, referentes à implantação da Progressão Continuada. A partir da análise dos dados, evidenciaram-se os tratamentos sentenciosos dados aos erros dos alunos, tanto com relação aos erros que se inscrevem no âmbito do fazer quanto aos erros que se inscrevem no âmbito do ser. Em geral, o erro era observado pela professora como um indicador do mau desempenho do aluno, do seu mau comportamento, sem jamais ser utilizado para o redimensionamento do processo ensino e aprendizagem. O que permeava a correção dos erros era a ação pontual da professora a partir da constatação dos mesmos. Neste sentido, o erro era percebido como o sintoma visível do fracasso do aluno e este, portanto, considerado como culpado e responsável pelos erros cometidos
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Abstract: This research searchs to understand the paper of the error, with emphasis in the evaluation of learning. For if dealing with a reflection on the error in the evaluated process, its context passes to be constituted from three levels of quarrel: of the process of evaluation of the learning...
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Abstract: This research searchs to understand the paper of the error, with emphasis in the evaluation of learning. For if dealing with a reflection on the error in the evaluated process, its context passes to be constituted from three levels of quarrel: of the process of evaluation of the learning in the context of the Continued Progression, the error concept that emerges
in daily of the classroom and the systematics adopted for the teacher who was observed in the classroom, as for the correction of the errors of the children. The research was realized in a public school of the State of São Paulo, registering through comments daily of a teacher and children. In another moment was carried through interview with the teacher and analysis of official documents of the Education Secretary of the State of São Paulo, referring to the implantation of the Continued Progression. From the analysis of the data, the sentenciosos treatments had been proven data to the errors of the children, as much with regard to the errors that if they inscribe in the scope of making how much to the errors that if they inscribe in the scope of the being. In general, the error was observed for the teacher as a pointer of the bad performance of the child, of its bad behavior, without never being used for evaluation of the process education and learning. What the correction of the errors was based, was the prompt action of the teacher from the content of the same ones. In this direction, the error was sighted as the visible symptom of the failure of the children and, considered as guilty and responsible for the committed errors Ver menos
in daily of the classroom and the systematics adopted for the teacher who was observed in the classroom, as for the correction of the errors of the children. The research was realized in a public school of the State of São Paulo, registering through comments daily of a teacher and children. In another moment was carried through interview with the teacher and analysis of official documents of the Education Secretary of the State of São Paulo, referring to the implantation of the Continued Progression. From the analysis of the data, the sentenciosos treatments had been proven data to the errors of the children, as much with regard to the errors that if they inscribe in the scope of making how much to the errors that if they inscribe in the scope of the being. In general, the error was observed for the teacher as a pointer of the bad performance of the child, of its bad behavior, without never being used for evaluation of the process education and learning. What the correction of the errors was based, was the prompt action of the teacher from the content of the same ones. In this direction, the error was sighted as the visible symptom of the failure of the children and, considered as guilty and responsible for the committed errors Ver menos
Malavasi, Maria Marcia Sigrist, 1957-
Orientador
Varani, Adriana, 1972-
Avaliador
Sordi, Mara Regina Lemes, 1955-
Avaliador
Freitas, Luiz Carlos de, 1947-
Avaliador
Bertagna, Regiane Helena
Avaliador
O Processo avaliativo na progressãoa continuada : qual o sentido do erro?
Regina Celia Montefusco Florindo Pessoa
O Processo avaliativo na progressãoa continuada : qual o sentido do erro?
Regina Celia Montefusco Florindo Pessoa
Exemplares
Nº de exemplares: 2
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