Made available in DSpace on 2016-04-04T18:32:38Z (GMT). No. of bitstreams: 1 Sonia Regina Giusti-1.pdf: 390613 bytes, checksum: b16a498766ad5423ec90ae72e95b9ff8 (MD5) Previous issue date: 2007-06-29 / This essay inserted in the line of research University, Teaching and Professor?s formation, from PUC-Campinas, intends to investigate which conception of valuation permeates the process of teaching learning of the professional education from the area of health at Senac Campinas, moment that is in implantation the teaching by aptitude and formative valuation. These conceptions are proposed in the educational policy of the institution, favouring the valuation of the student s performance continuosly and cumulativetly, prevailing the qualitatives aspects over the quantitaves. Twelve instructors from the referred intitution were submited, two from each sub-area referring to the offered courses in the health area. It is about a research of qualitative nature, developed in teh year of 2006, that has as an instrument of basis colect a questionary, composed part by the characterization of the individual and part by open questions about the theme. The analisys of the answers revealed that there was some understanding of the valuation s proposition as a diagnostic by the great part of the individuals. The advances about the understanding are more representatives, in the professor s team, when it s referred to the diferent ways of evaluating the student and of organizing and registering oriund informations of the evaluating process. The same thing doesn t happen when it s about pointing the register ways of these informations and procedures for the students recuperation. / Este trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores, da PUC-Campinas, procurou investigar a concep??o de avalia??o que permeia o processo de ensino e de aprendizagem na educa??o profissional da ?rea da Sa?de, tendo como foco o SENAC-Campinas, momento em que se est? em implanta??o o ensino por compet?ncia e avalia??o formativa. Tais concep??es est?o propostas nas diretrizes educacionais da institui??o, privilegiando a avalia??o do desempenho do aluno de forma cont?nua e cumulativamente, e prevalecendo os aspectos qualitativos sobre os quantitativos. Foram sujeitos 12 docentes da referida institui??o, dois de cada sub-?rea referentes aos cursos oferecidos na ?rea da Sa?de. Trata-se de uma pesquisa de natureza qualitativa, desenvolvida no ano de 2006, tendo como instrumento de coleta de dados um question?rio, composto de uma parte de caracteriza??o dos sujeitos e outra com quest?es abertas sobre o tema. A an?lise das respostas revelou que houve entendimento da proposta de avalia??o como diagn?stico por grande parte dos sujeitos. Os avan?os quanto ao entendimento foram mais representativos, no conjunto dos professores, quando se referem ?s diferentes formas de avaliar o aluno e de organizar e arquivar informa??es oriundas do processo avaliativo. O mesmo n?o ocorre quando se trata de apontar formas de registro dessas informa??es e procedimentos para recupera??o do aluno.

Made available in DSpace on 2016-04-04T18:32:43Z (GMT). No. of bitstreams: 1 Andrea Mendes Baffa.pdf: 603143 bytes, checksum: bfecf297a2e3456c7c4edc46a0134dd1 (MD5) Previous issue date: 2008-02-20 / This work studies the Medical Internship of PUC Campinas from 2006 to 2007 by letting the principal individuals involved in its process of teaching/learning students and teachers speak out. Based on a theoretical reference about what could be the function of grading in the process of in-service learning, its purpose is to discover those elements that could be diagnosed. The study employs a qualitative approach involving semi-structured interviews with subject-partners. Afterwards, the data is analyzed using Discourse Analysis in the light of the bibliography that provides the theoretical support for the same The fundamental question orienting this work was: could it be that grading in Medical Internship at PUC Campinas a period of the course that has such peculiar and diverse characteristics compared to the others since it is in-service learning is still practiced favoring cognitive dominion, i.e., verification of technical knowledge in detriment to the rest of dominions like the emotional and psychomotor? From this indagation the following specific objectives are arrived at: to see what are the difficulties of the teacher-doctor of Internship at PUC Campinas in elaborating and applying a formative grading process that is inclusive and dialogic; to identify what concept the students and teachers have about grading (does the grading process influence the learning of the student?); and finally, to diagnose what are be the differences and similarities between the grading practiced in the beginning periods of the course and in Internship. We analyze the discourse of the teachers and students interviewed, using Discourse Analysis and elaborating thematic lines of analysis in order to let the subjects talk about the grading process for us to identify their concepts of grading. In the final considerations we present contributions for constructing a grading process that is more inclusive and dialogic, committed to forming the citizen-doctor. / Tendo como cen?rio o Internato M?dico da PUC-Campinas nos anos de 2006 e 2007, demos voz aos atores principais do processo ensino aprendizagem alunos e professores a fim de buscarmos elementos que nos permitissem a elabora??o de um diagn?stico embasados em um referencial te?rico sobre qual seria a fun??o da avalia??o no processo de aprendizagem em servi?o. Trata-se de uma pesquisa de abordagem qualitativa em que foram realizadas entrevistas semi-estruturadas com sujeitos parceiros da pesquisa e posterior realiza??o da an?lise dos dados, utilizando categorias da An?lise do Discurso, ? luz da bibliografia que d? suporte te?rico ? mesma. A quest?o fundamental que norteou este trabalho foi: ser? que a avalia??o do Internato M?dico na PUC-Campinas que ? um per?odo do curso que guarda caracter?sticas peculiares e t?o diversas dos demais, uma vez que se caracteriza pelo aprendizado em servi?o ? ainda praticada de modo a privilegiar o dom?nio cognitivo, isto ?, a verifica??o de conhecimentos te?ricos em detrimento dos demais dom?nios: afetivo e psicomotor? Dessa indaga??o adv?m os seguintes objetivos espec?ficos: procurar apontar quais seriam as dificuldades do professor-m?dico do Internato da PUC-Campinas na elabora??o e aplica??o de um processo avaliativo formativo, includente e dial?gico; identificar dentre os alunos e professores do Internato M?dico da PUC-Campinas qual a concep??o que e ambos t?m de avalia??o (haveria influ?ncia da pr?tica avaliativa sobre o aprendizado do aluno?) e finalmente, diagnosticar quais seriam as diferen?as e semelhan?as entre a avalia??o praticada nos per?odos iniciais do curso e no Internato. Analisamos os discursos de professores e alunos entrevistados, valendo-nos da An?lise do Discurso e elaborando eixos tem?ticos de an?lise, a fim de darmos voz aos sujeitos do processo avaliativo, e com isso, identificarmos suas concep??es de avalia??o. Por fim, nas considera??es finais apresentamos contribui??es para a constru??o de um processo avaliativo mais inclusivo, dial?gico e compromissado com a forma??o do cidad?o m?dico.

Made available in DSpace on 2016-04-04T18:32:49Z (GMT). No. of bitstreams: 1 Fabiana Marques Pereira Bartnik.pdf: 785233 bytes, checksum: 62a60fb4c20c510ea0a4797dca1bc77e (MD5) Previous issue date: 2009-02-19 / The objective of the present work is to understand and analyze how the Catholic and Communitarian University expresses and characterize its identity in the extensionist actions that develop and its concern to obtain the data from this work through specific evaluation. To achieve this proposition, five interviews were realized with Extension or Communitarian Action directors, from Catholic and Communitarian Universities located in the Province and in the Coastal region of S?o Paulo with tradition in extensionist actions. The investigation of this subject leads us to understand that the evaluation of the social commitment of the Extensionist Action represent an advance when provides the increase of value and the institutionalization of the Extension process through the research and education. The results obtained showed that in majority, the extensionist action assessment is performed in an informal manner and not conceived as a pedagogical instrument that should evaluate the concrete outcomes and effects of these actions that extend to the society. Although, it s noticed an Extension action becoming an academic practice connected to the research and education, meant of specific aspects of identity while Catholic and Communitarian. / A presente disserta??o tem por objetivo compreender e analisar como a Universidade Cat?lica e Comunit?ria expressa e caracteriza sua identidade nas a??es extensionistas que desenvolve, bem como se preocupa em obter dados acerca deste trabalho por meio de avalia??o espec?fica. Para este prop?sito, realizamos entrevistas com cinco Pr?- Reitores de Extens?o ou A??o Comunit?ria, de Universidades Cat?licas e Comunit?rias localizadas no interior e litoral de S?o Paulo, com tradi??o em a??es extensionistas. A investiga??o deste tema leva-nos a entender que a avalia??o do compromisso social da A??o Extensionista constitui um avan?o na medida em que propicia a valoriza??o e institucionaliza??o da Extens?o por meio do ensino e da pesquisa. Os resultados obtidos mostraram que em sua maioria, a avalia??o da a??o extensionista ? realizada de maneira informal e n?o concebida como um instrumento pedag?gico que deveria avaliar os efeitos e resultados concretos dessas a??es que se estendem a sociedade. Apesar disso, observa-se uma Extens?o transformando-se em pr?tica acad?mica interligada ao ensino e ? pesquisa, significadas de aspectos espec?ficos de identidade enquanto Cat?lica e Comunit?ria.

Made available in DSpace on 2016-04-04T18:32:58Z (GMT). No. of bitstreams: 1 Marco Wandercil da Silva.pdf: 431320 bytes, checksum: 6a9941ab4097e6a003a945bae2f17aa6 (MD5) Previous issue date: 2005-12-15 / This work, related to the research area: "Avalia??o Institucional e Gest?o Universit?ria" (Institutional Evaluation and University Management), demonstrates that the political, social and economical transformations from the world globalization process have been urging several business organizations to reflect about recent need for training workers and for keeping them up with a continuous learning process. In this scene regulated by neoliberal laws, the phenomenon named Corporate University (CU) arose - originated in the middle of the past century in the United States - whose mission is to form and develop human resources in business management, promoting the generation, assimilation, diffusion and application of organizational knowledge, through continuous and active learning process, focused in results. The aim of this research is to develop some reflections on the introduction of CU's in Brazil, covering the conflicts in high education in general, the reasons for creation of the modality of corporate education and the alternative role performed by this CU. One of the hypotheses is that these increasing educational environments indicate a particular demand for a new educational model. Moreover, we consider the new modality of education in relation to the traditional universities, approach that discloses, in a certain way, an underlying character of competition, because CU attracts a parcel of "clients" from the specialization or complementary courses offered by the universities, creating new trends with its courses totally directed to the work market. This quiet shock opposes, on a side, the companies, represented by CU's, and on the other side, the universities. Therefore, we inquire: how will traditional University react faced with the requirements and changes as a result of corporate education, completely contradictory to its functions? And we conclude that knowledge spread for CU's does not contemplate the human being in an extensive formation, this is only about one more lucrative strategy of the corporative world, according to which is privileged the term ' university ' instead of ' training center ' (this is really what these CU's seem to be), however knowledge is banalized and conscience about everyone's social role is not stimulated in each worker. / O presente trabalho, inserido na linha de pesquisa: Avalia??o Institucional e Gest?o Universit?ria , demonstra que as transforma??es pol?ticas, sociais e econ?micas intr?nsecas ao processo de globaliza??o mundial t?m impulsionado diversas organiza??es empresariais ? reflex?o sobre a necessidade atual de treinar os trabalhadores e de mant?-los em constante aprendizagem. Nesse cen?rio regido por leis neoliberais, surgiu o fen?meno denominado Universidade Corporativa (UC) - originado na metade do s?culo passado nos Estados Unidos - cuja miss?o ? formar e desenvolver os recursos humanos na gest?o dos neg?cios, promovendo a gera??o, assimila??o, difus?o e aplica??o do conhecimento organizacional, por meio de um processo de aprendizagem ativa e cont?nua, focada nos resultados. O objetivo desta pesquisa ? desenvolver algumas reflex?es sobre a implanta??o das UC s no Brasil, abrangendo os conflitos do ensino superior em geral, os motivos da cria??o da modalidade de ensino corporativo e o papel alternativo que essa UC pode desempenhar. Uma de nossas hip?teses ? que o crescimento desses ambientes educacionais sinaliza a demanda particular de um novo modelo de educa??o. Al?m disso, consideramos a nova modalidade de ensino em rela??o ?s universidades tradicionais, aproxima??o que revela, de certa maneira, um car?ter subjacente de competi??o, dado que a UC chama para si uma parcela de clientes dos cursos de especializa??o ou de aperfei?oamento oferecidos pelas universidades, criando novas tend?ncias com seus cursos totalmente voltados ao mercado de trabalho. Esse embate silencioso contrap?e, de um lado, as empresas, por meio das UC s, e do outro, as universidades. Portanto, indagamos: como a Universidade tradicional ir? reagir diante das exig?ncias e das mudan?as decorrentes do ensino corporativo, completamente contradit?rias ?s suas fun??es? E conclu?mos que o conhecimento disseminado pelas UC s n?o contempla o ser humano em uma forma??o ampla, tratando-se apenas de mais uma estrat?gia lucrativa do mundo corporativo, segundo a qual privilegia-se o termo 'universidade' ao inv?s de 'centro de treinamento' (que ? o que realmente essas UC's parecem ser), por?m banaliza-se o saber, al?m de n?o estimular, em cada trabalhador, a consci?ncia de seu papel na sociedade.

Made available in DSpace on 2016-04-04T18:32:58Z (GMT). No. of bitstreams: 1 Jurandir dos Santos.pdf: 753781 bytes, checksum: edaf550959cabc4cf67779de6c7eb663 (MD5) Previous issue date: 2005-11-30 / This study is inserted in the research line University, Docency and Formation of Teachers and it is going to investigate, to know and to describe the experiences and practical evaluatives and the possible changes resulting in the learning evaluation in the profissionalizing technical courses , administered by Senac S?o Paulo, starting from the implementation of the Law of Guidelines and Bases (LDB), no. 9394 of 1996. The text presents a brief historical of the professional education in Brazil, focused on the professional education and the creation of Senac. The practices and the profile of the educational formation, the approaches of good quality teaching, the development of competences and the different evaluation conceptions are discussed. The research was developed in the year 2005 and had as analyzed, 14 teachers from different areas of professional education of technical level. The collection of data was based in the approaching qualitative, with applications of questionnaires, with open and half-open subjects and they were addressed respectively to the characterization of the teachers and their knowledge and educational practices. The analysis reveals us that the main problems faced by the teachers in the learning evaluation are centralized in the absence of pedagogic training, in the work excess in several institutions and in the reduced hourly load destined to the pedagogic practice of the institution. / Este estudo est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores e visa investigar, conhecer e descrever as experi?ncias e pr?ticas avaliativas e as poss?veis mudan?as advindas da avalia??o da aprendizagem nos cursos t?cnicos profissionalizantes, ministrados pelo Senac S?o Paulo, a partir da implanta??o da Lei de Diretrizes e Bases (LDB) , n? 9394 de 1996. O texto apresenta breve hist?rico da educa??o no Brasil, focando a educa??o profissional e a cria??o do Senac. S?o discutidas as pr?ticas e o perfil da forma??o docente, os crit?rios de ensino de boa qualidade, o desenvolvimento de compet?ncias e as diferentes concep??es de avalia??o. A pesquisa foi desenvolvida no ano 2005 e teve como sujeitos 14 docentes de diferentes ?reas de educa??o profissional de n?vel t?cnico. A coleta de dados fundamentou-se na abordagem qualitativa, com aplica??es de question?rios, com quest?es abertas e semi-abertas e foram direcionadas, respectivamente, ? caracteriza??o dos sujeitos e de seus conhecimentos e pr?ticas docentes. A an?lise nos revela que os principais problemas enfrentados pelos professores na avalia??o da aprendizagem est?o centralizados na aus?ncia de capacita??o pedag?gica, no excesso de trabalho em diversas institui??es e na reduzida carga hor?ria destinada ?s praticas pedag?gicas da institui??o.

Made available in DSpace on 2016-04-04T18:33:02Z (GMT). No. of bitstreams: 1 Juliana Daros Carneiro.pdf: 952616 bytes, checksum: eaf6399e6fbadcf49a1027d178dccfbd (MD5) Previous issue date: 2011-02-18 / This is a study of a partnership between the Municipal Secretariat of Citizenship, Welfare and Social Inclusion (SMCAIS), a nongovernmental organization (NGO) and a public school in a town in the state of S?o Paulo (SP) . This partnership is developed through socio-educational activities for children and male adolescents, aged between 6 and 14 years, against the school schedule. The overall objective is to identify as non-formal education has been conceived and proposed within this partnership. Specifically, it aims to examine what they are and who should receive these socio-educational; discuss the presence of instruments and valuation models, both of public policy interest in the field of non-formal education and, finally, to identify the ( s) form (s) of existence of dialogue between the various bodies that compose this public assistance policy. The research methodology consists of: (i) review of key concepts such as non-formal education, evaluation, non-governmental organization, public and social policies, (ii) research on documentary material relating to the partnership, especially SMCAIS and NGOs (Resolution No. 01/2009 municipal, annual management reports, news articles, bylaws, work plans for 2009 and 2010 annual technical report of 2009 activities, organization chart) and (iii) semi-structured interviews with one representative from each of the institutions that make up this partnership (the educational coordinator of the NGO, a psychologist at the City Office and vice director of the school). We used a qualitative approach and the empirical material has been reviewed and organized according to categories constructed along the analytical process. As final results, we found that the non-formal education in our case, seems to be designed in ways contradictory, since while he assumed the defense speech of social transformation, in practice this character is not evident. These contradictions were analyzed in so-called socio-educational activities, forms of dialogue established between the institutions and instruments of evaluation. With regard to assessment procedures used were able to identify weaknesses and limitations, when it is adopted as reference the concept of formative evaluation: the tools are focused on the bureaucratic, technical, financial and quantitative development of the project, and are is centralized by a single institution, the SMCAIS. We believe that this research will bring significant contributions to advancing the discussions on educational concepts present in the forms of partnership between state public sector and private sector, from a broad view of education. / Trata-se de um estudo sobre uma parceria entre a Secretaria Municipal de Cidadania, Assist?ncia e Inclus?o Social (SMCAIS), uma organiza??o n?o-governamental (ONG) e uma escola p?blica estadual de uma cidade do interior do estado de S?o Paulo (SP). Esta parceria ? desenvolvida por meio de a??es s?cio-educativas destinadas a crian?as e adolescentes do sexo masculino, com idade entre 6 e 14 anos, no contra turno escolar. O objetivo geral da pesquisa ? identificar como a educa??o n?o-formal vem sendo concebida e proposta dentro desta parceria. Especificamente, pretendemos verificar o que s?o e a quem se destinam estas a??es s?cio-educativas; problematizar a presen?a de instrumentos e modelos de avalia??o, tanto da pol?tica p?blica como das a??es no campo da educa??o n?o-formal; e, por fim, identificar a(s) forma(s) de exist?ncia de di?logo entre as diferentes inst?ncias que comp?em essa pol?tica p?blica assistencial. A metodologia de pesquisa ? composta por: (i) a revis?o bibliogr?fica dos conceitos chaves, tais como educa??o n?o-formal, avalia??o, organiza??o n?o-governamental, pol?ticas p?blicas e sociais; (ii) pesquisa documental sobre materiais referentes ? parceria, especialmente da SMCAIS e da ONG (resolu??o municipal n?01/2009, relat?rios anuais de gest?o, reportagens, estatuto social, Planos de trabalho de 2009 e 2010, relat?rio t?cnico anual de atividades de 2009, organograma da entidade) e (iii) entrevistas semiestruturadas com um representante de cada uma das institui??es que comp?em esta parceria (a coordenadora pedag?gica da ONG, a psic?loga da secretaria municipal e o vice-diretor da escola). Utilizamos uma abordagem qualitativa e o material emp?rico foi examinado e organizado de acordo com categorias constru?das ao longo do processo anal?tico. Como resultados finais, identificamos que a educa??o n?o-formal no caso em estudo, parece ser concebida de formas contradit?rias, uma vez que ao mesmo tempo em que assume o discurso de defesa da transforma??o social, na pr?tica este car?ter n?o ? evidenciado. Estas contradi??es foram analisadas nas chamadas a??es s?cioeducativas, nas formas de di?logo estabelecidas entre as institui??es e nos instrumentos de avalia??o. No que se refere aos procedimentos de avalia??o utilizados foi poss?vel identificar fragilidades e limita??es, quando adota-se como refer?ncia o conceito de avalia??o formativa: os instrumentos est?o focalizados em aspectos burocr?ticos, t?cnicos, financeiros e quantitativos do desenvolvimento do projeto; e, encontram-se centralizados por uma ?nica institui??o, a SMCAIS. Consideramos que a presente pesquisa trar? contribui??es importantes para fazer avan?ar as reflex?es sobre concep??es educacionais presentes nas formas de parceria entre setor p?blico estatal e setor privado, a partir de uma vis?o ampla de educa??o.

Made available in DSpace on 2016-04-04T18:33:02Z (GMT). No. of bitstreams: 1 Rosangela de Oliveira Pinto.pdf: 763167 bytes, checksum: 9261d07866d49db0387390509c4b8f1b (MD5) Previous issue date: 2011-02-22 / This research tried out to identify and understand the concepts and practices of evaluation reports on Vocational learning Education. SENAI and SENAC institutions were the subject of the studies and Rio Claro City, in S?o Paulo State was the center of the study. These institutions offer mid-level technical courses and they have similar objectives and goals and a history in creating and developing. The study was conducted in the light of the legislation analysis to provide guidelines for analysis to provide guidelines for Vocational Education teaching, following the Law of Directives and Bases n. 9394/96. It should be emphasized that this law has in its text changes that will impact the educational concepts and practices in this mode of teaching, as the curriculum using an approach by competencies and the new forms of assessment resulting from this innovation. This is a qualitative research. The methodological procedures of data collection were semi-structured interviews with four teachers of middle level technical courses a questionnaire was given to their students to answer. The collected data was analyzed to point out (i) teachers' understanding the concept of competence, (ii) the procedures and strategies used to develop them, (iii) the procedures and strategies used to evaluate learning these skills, (iv) the difficulties encountered by teachers in relation to work methodology, (v) students' views on the methodology of teaching skills and evaluation process used by teachers, (vi) the importance of continued education to understand the approach of the curriculum and competencies for their practice. There are three main categories that underline the discussion in this work, they are: the concept of skills, assessment and the difficulties in teaching practices. We concluded that these vocational education teachers follow a more democratic and formative educational practice. From the students perspective , teachers use assessment in service of learning, we also identified that these students do not report fears or negative feelings about the evaluation procedures used by their teachers, which seems important to point out, because it is opposed to what is most frequently found in the scientific literature, related to students assessment in general. This way students and teachers fail to consider key elements that should constitute a formative evaluation model and teaching practices. These two aspects emphasize the "know how" the subordination of educational work to the logic of the market, both leave in the background (and sometimes not even mention) the relevance of the establishment of more complex skills such as innovation, creativity and intellectual freedom. The research does not intended to close the discussions, but open questions for other investigative work. / A pesquisa procurou identificar e compreender as concep??es e relatos das pr?ticas da avalia??o da aprendizagem no contexto da Educa??o Profissional. O campo da pesquisa foi composto pelas Institui??es Senai e Senac do Estado de S?o Paulo, fazendo um recorte na cidade de Rio Claro. Estas institui??es ofertam cursos t?cnicos de n?vel m?dio e t?m hist?rico de cria??o e desenvolvimento, objetivos e p?blico alvo bastante semelhantes. O estudo foi realizado ? luz de an?lises sobre a legisla??o que oferece diretrizes para as institui??es de ensino voltado para a Educa??o Profissional, produzidas ap?s a Lei de Diretrizes e Bases no 9.394/96. Importa ressaltar que esta lei traz em seu texto mudan?as que ir?o impactar as concep??es e pr?ticas educacionais nesta modalidade de ensino, como o curr?culo numa abordagem por compet?ncias e as formas de avalia??o decorrentes desta inova??o. Trata-se de pesquisa qualitativa. Os procedimentos metodol?gicos de coleta de dados foram: entrevista semi-estruturada com quatro professores dos cursos t?cnicos de n?vel m?dio e question?rio aplicado aos seus alunos. O material emp?rico digitalizado foi trabalhado, buscando-se evidenciar: (i) as concep??es dos professores sobre o conceito de compet?ncias; (ii) os procedimentos e estrat?gias que utilizam para desenvolv?-las; (iii) os procedimentos e estrat?gias que utilizam para avalia??o da aprendizagem destas compet?ncias; (iv) as dificuldades encontradas pelos professores com rela??o a essa metodologia de trabalho; (v) a vis?o dos alunos sobre a metodologia de ensino das compet?ncias e processo de avalia??o utilizada pelos professores; (vi) a import?ncia da educa??o continuada na compreens?o da abordagem do curr?culo por compet?ncias e a sua pr?tica. Tr?s categorias principais orientam a discuss?o dos dados deste trabalho, s?o elas: o conceito de compet?ncias, a avalia??o e as dificuldades nas pr?ticas pedag?gicas. Identificamos que os professores da educa??o profissional caminham na dire??o de pr?ticas educativas voltadas para uma concep??o mais democr?tica e formativa. Da perspectiva dos alunos, os professores utilizam a avalia??o a servi?o da aprendizagem; identificamos, tamb?m, que estes alunos n?o relatam temores e/ou sentimentos negativos quanto aos procedimentos avaliativos utilizados pelos professores, o que nos parece importante salientar, dado que se contrap?e ao que mais frequentemente se encontra na literatura cient?fica sobre os impactos da avalia??o sobre alunos, de uma maneira geral. Por?m alunos e professores deixam de considerar elementos essenciais que devem constituir uma avalia??o no modelo formativo e nas pr?ticas pedag?gicas. Nestes dois aspectos enfatizam o saber fazer a subordina??o do trabalho pedag?gico ? l?gica do mercado; ambos deixam em segundo plano (e, por vezes, nem mencionam) a relev?ncia da constitui??o de compet?ncias mais complexas, tais como capacidade de inova??o, criatividade e autonomia intelectual. A pesquisa n?o tem a pretens?o de encerrar as discuss?es, mas sim de abrir questionamentos para outros trabalhos investigativos.

Made available in DSpace on 2016-04-04T18:33:04Z (GMT). No. of bitstreams: 1 VERA LUCIA DELLA TORRE DE MORAES.pdf: 949040 bytes, checksum: 67865b70bdad6e4cdc3aa75f3d65c357 (MD5) Previous issue date: 2005-07-17 / This paper, included in the Research Line University, Teaching and Teacher Education, aims at identifying and analyzing the changes in conception and attitudes occurred with teachers from technical courses at SENAC-S?o Paulo in Campinas after the development of a continuous education process within PDE - Program of Educational Development, whose focus was the formative evaluation. Fourteen teachers were the subjects of this study. The methodology was based on the qualitative approach, with application of two questionnaires and documental research. The choice of the theme was based on the recognition of the need to intensify debates and research about evaluation according to the new National Education Law (LDB), no. 9394 from 1996, whose educational focus, introduced in the three teaching levels of the Brazilian educational system, favors continuous and formative evaluation, which has no qualifying approach. This paper describes the creation and expansion of SENAC within the Brazilian educational context, focusing on evaluation as regard to different pedagogical tendencies. The evaluation at SENAC-S?o Paulo and, specifically, in PDE is discussed. The pedagogical/psychological theories that lay the basis of the formative evaluation and their relationship with the Brazilian education are analyzed. Data analysis has shown PDE fostered reflections and changes in teachers' attitude and identified problems and perspectives of a continuous education process with focus on the formative evaluation. / Este trabalho, inserido na Linha de Pesquisa Universidade, Doc?ncia e Forma??o de Professores, tem por objetivo identificar e analisar as mudan?as de concep??es e atitudes ocorridas com docentes do ensino t?cnico do SENAC-S?o Paulo em Campinas ap?s o desenvolvimento de um processo de educa??o continuada, inserido no PDE-Programa de Desenvolvimento Educacional, cujo foco foi a avalia??o formativa. Contou-se com a participa??o de 14 sujeitos. O m?todo adotado para o desenvolvimento dessa an?lise fundamentou-se na abordagem qualitativa, com aplica??o de dois question?rios e pesquisa documental A justificativa pelo tema ap?ia-se no reconhecimento da necessidade de intensificar os debates e pesquisas sobre a avalia??o segundo a vis?o da nova Lei de Diretrizes e Bases (LDB), n? 9394 de 1996, cujo enfoque educacional introduzido nos tr?s n?veis de ensino do sistema educacional brasileiro privilegia a avalia??o formativa, cont?nua, sem car?ter classificat?rio. O texto apresenta um hist?rico da cria??o e expans?o do SENAC no contexto da educa??o brasileira, focando a avalia??o em diferentes tend?ncias pedag?gicas. ? abordada a avalia??o no SENAC-S?o Paulo e, particularmente, no PDE. S?o discutidas as teorias pedag?gicas/psicol?gicas que embasam a avalia??o formativa e suas rela??es com a educa??o brasileira. Na an?lise das respostas dos sujeitos da pesquisa observou-se que o PDE provocou reflex?es e mudan?as de atitude dos docentes e identificou problemas e perspectivas de um processo de forma??o continuada com foco na avalia??o formativa.

Made available in DSpace on 2016-04-04T18:33:09Z (GMT). No. of bitstreams: 1 Francisco Caloia Hombo Alfredo.pdf: 1477460 bytes, checksum: 3541c572a02dca71dcb162b56e109d25 (MD5) Previous issue date: 2013-02-06 / Universidade Estadual Paulista J?lio de Mesquita Filho / This study is designed to understand the process of formative assessment of everyday activities of the Training School for Teachers (EFP) in the city of Lubango in Angola, having reference to policy learning assessment implemented by the Ministry of Education for teacher training. It is a descriptive case study which focuses on the analysis of education reform. The study combined both quantitative and qualitative approaches. The qualitative data was analyzed with the software support of WebQda (Web Qualitative Data Analysis), and the quantitative analysis in the spreadsheet program Microsoft Excel 2010. We administered surveys to 238 students and 20 teachers. Among those, five also participated in a semistandardized interview. We observed five classes of about 50 minutes each, from a previously constructed protocol which identified the practice of formative assessment and its processes in the classroom. The protocol further analyzed the politics of the learning assessment, indicating the aspects that constitute the guidelines for the practice of assessment. The final text consists of four parts: the first analyzes the educational policy in Angola implemented in 1978 and 2004 respectively, by looking at its organization and structure, as well as the goals, failures, and corrections resulting from the second reform. It examines the training policy of teachers and the respective policy of the evaluation of their learning. In the second part, we carried out a review of the reasons for the evaluation of learning to comprehensively address the formative assessment which highlights the two perspectives on its conception. A description of the methodology and organization of the research is highlighted in the third part. In the final chapter, we have the presentation and analysis of the data collected. It examines the assertions of the teachers and students on the politics of the learning assessment as well as the conception and practice of formative assessment in daily school activities. It appears that the guidelines on the learning assessment distance themselves from the assumptions of the formative evaluation, which is described in various procedures and also graded. Although teachers and students are shown to have an unfavorable attitude towards such a policy because it values the result of the final test of the school year that is held by the school over the results of the evaluations that the teacher administers during the school year, they agree with the purpose of the formative assessment. They still claim to have difficulties in implementing the learning assessm nt due to lack of working conditions and the increasing number of students in each class. It has been considered that such allegations may negatively affect the process of teaching and learning, but they unite the needs of democratization of the teaching process, training within the domain of learning assessment, and especially the necessity of political will that enables and promotes the educational system. / Este trabalho tem como objetivo compreender a operacionaliza??o da avalia??o formativa no cotidiano da Escola de Forma??o de Professores (EFP) na cidade do Lubango, em Angola, tendo em refer?ncia a pol?tica da avalia??o da aprendizagem implementada pelo Minist?rio da Educa??o para forma??o de professores. Trata-se de uma pesquisa descritiva do tipo estudo de caso instrumental por centrar-se na an?lise da reforma educacional em Angola. Utilizou-se a abordagem quantitativa e qualitativa de forma combinada, sendo que os dados qualitativos foram analisados com suporte do software WebQda (Web Qualitative Data Analysis), e os quantitativos analisados na planilha eletr?nica do programa Microsoft Excel 2010. Na utiliza??o destes suportes, os dados qualitativos foram desenvolvidos em temas, a partir de categorias de conte?do previamente estabelecidas. Aplicaram-se question?rios a 283 alunos e a 20 professores; dentre ?ltimos, cinco tamb?m participaram da entrevista semipadronizada. Foram observadas cinco aulas, cada uma com dura??o de 50 minutos, a partir de um roteiro previamente constru?do, que permitiu identificar a pr?tica da avalia??o formativa e seus processos na sala de aula. Ainda analisou-se a pol?tica de avalia??o da aprendizagem, tamb?m a partir de um roteiro, indicando-se os aspectos que a constituem nas diretrizes para a pr?tica da avalia??o. O texto final destaca quatro momentos: o primeiro analisa a pol?tica educacional em Angola veiculada nas reformas, respectivamente, de 1978 e 2004, de que se apontam a organiza??o, a estrutura e os objetivos, al?m das falhas e medidas de corre??o decorrentes da implementa??o da segunda reforma. Analisam-se a pol?tica de forma??o de professores e de avalia??o da aprendizagem. No segundo momento, realiza-se uma revis?o da fundamenta??o da avalia??o da aprendizagem de forma abrangente para, em seguida, abordar-se a avalia??o formativa da qual s?o destacadas as duas perspectivas de concep??o: (1) a inicial, proposta por Bloom, e (2) a proposta por Allal que amplia a primeira. A descri??o da metodologia utilizada e a organiza??o da pesquisa s?o destacadas no terceiro momento. Tem-se, no ?ltimo cap?tulo, a apresenta??o e a an?lise dos dados coletados. Analisam-se (1) as afirma??es dos professores e dos alunos sobre a pol?tica de avalia??o da aprendizagem e (2) as concep??es e pr?ticas da avalia??o formativa no cotidiano escolar. Verifica-se que as orienta??es sobre a avalia??o da aprendizagem distanciam-se dos pressupostos da avalia??o formativa, estando descrita em v?rios procedimentos que terminam com a atribui??o de nota ao aluno. Os professores e os alunos mostram-se desfavor?veis com a tal pol?tica pelo fato de valorizar mais o resultado da prova final do ano letivo, realizada pela escola, em detrimento do resultado das avalia??es que o professor realiza durante o ano letivo, mas todos concordam com a classifica??o da avalia??o formativa. Os professores tamb?m alegam ter dificuldades para operacionalizar a pol?tica de avalia??o da aprendizagem por falta de condi??es de trabalho e elevado n?mero de alunos por turma. Tais alega??es podem influenciar negativamente para o processo de ensino e aprendizagem, mas a elas juntam-se a necessidade da democratiza??o do processo de ensino, da forma??o no dom?nio da avalia??o da aprendizagem e, sobretudo, a necessidade da vontade pol?tica que viabilize e promova o sistema de ensino.

Made available in DSpace on 2016-04-04T18:33:16Z (GMT). No. of bitstreams: 1 HENRIQUE DA SILVA LOURENCO.pdf: 2848034 bytes, checksum: 2a911a2ad77a2f6a8103715f0138d28c (MD5) Previous issue date: 2014-02-26 / This work falls within the field of research on educational assessment and focuses on the study of the resulting classifications of the Guia do Estudante (GE), published by Editora Abril. The dearth of research focused on the study of this problem becomes relevant, in that it aims to understand how the process of reporting the results obtained by Brazilian universities - public and private (with or nonprofit) occurs in the Award in Best Universities of GE, in the years 2012 and 2013, before the university community and society in general. This is a quantitative and qualitative research, of bibliographical nature, marked by the content analysis of sources of institutional origin, trying to know the communication strategies adopted by universities as regards the results obtained in the Best Universities GE Award. For this, understanding the process of institutional communication that originates from the GE ratings requires that seek the understanding of the place occupied by the rankings in contemporary higher education, as alleged inducing elements of quality and institutional distinction, identifying, analyzing and comparing communication strategies adopted among different segments university, from the performance in that ranking, trying to identify similarities, differences and convergences. This study is contextualized in two bibliographic-documentary surveys: one of theoretical nature and another of empirical nature. The theoretical survey is based on trying to understand how to position the main authors around policy-focused review rankings as well as policies for large-scale and unofficial rankings and concerning the internationalization of universities. The empirical survey is based on two phases: the first conducts a survey via institutional websites of universities seeking communication/advertising material about positions occupied in GE; the second phase was held on the occasion own collection of Editora Abril, where was collected editions dealing with reviews of GE. The survey results indicate that the GE had several methodological issues throughout their changes, as well as have emerged a series of ratings (rankings). The standardization of rankings GE emerged only with the "Best Universities Award". The presence of a ranking as the GE demonstrated its compliance with respect to the global movement for a culture of ranking. A content analysis of institutional materials revealed certain differences, especially in terms of marketing between public and private institutions, as well as, demonstrated the use of rankings in marketing education in view of the importance that the segments assign to the ranking of GE. / A presente disserta??o se enquadra no campo das pesquisas em avalia??o educacional e tem foco no estudo das classifica??es advindas do Guia do Estudante (GE), publicada pela Editora Abril. A escassez de pesquisas voltadas ao estudo da problem?tica torna relevante a presente investiga??o, na medida em que se pretende compreender como ocorre o processo de comunica??o dos resultados obtidos pelas universidades brasileiras p?blicas e particulares (com ou sem fins lucrativos) no Pr?mio Melhores Universidades do GE nos anos de 2012 e 2013, perante a comunidade universit?ria e a sociedade em geral. Trata-se de uma pesquisa quantitativa e qualitativa, de natureza bibliogr?fica, marcada pela an?lise de conte?do de fontes de origem institucional, tentando conhecer as estrat?gias de comunica??o adotadas pelas universidades no tocante aos resultados obtidos no Pr?mio Melhores Universidades do GE. Para tanto, compreender o processo de comunica??o institucional que se origina das classifica??es do GE exige que se busque o entendimento acerca do lugar ocupado pelos rankings na educa??o superior contempor?nea, como supostos elementos indutores de qualidade e de distin??o institucional, identificando, analisando e comparando as estrat?gias de comunica??o adotadas entre os diferentes segmentos universit?rios, a partir do desempenho no referido ranking, tentando identificar semelhan?as, diferen?as e converg?ncias. Este estudo se contextualiza em dois levantamentos bibliogr?ficos-documentais, um de cunho te?rico e outro de cunho emp?rico. O te?rico fundamenta-se na tentativa de compreender como se posicionam os principais autores em torno de pol?ticas de avalia??o focadas nos rankings, bem como de pol?ticas de larga escala e de rankings n?o oficiais e a respeito da internacionaliza??o das universidades. O emp?rico fundamenta-se em duas fases: a primeira realiza um levantamento via sites institucionais das universidades buscando material de comunica??o/publicidade que tratem das posi??es ocupadas no GE; e a segunda foi realizado no pr?prio acervo da Editora Abril ocasi?o em que se coletou as edi??es que tratam das avalia??es do GE. Os resultados da pesquisa indicam que o GE apresentou diversas mudan?as metodol?gicas ao longo de suas edi??es, assim como tamb?m foram surgindo uma s?rie de classifica??es (rankings). A padroniza??o dos rankings do GE emergiu apenas com o Pr?mio Melhores Universidades . A presen?a de um ranking como o do GE demostrou sua conson?ncia com rela??o ao movimento global em prol de uma cultura de ranqueamento. A an?lise do conte?do dos materiais institucionais revelou certas diferen?as, principalmente, em termos de marketing entre institui??es p?blicas e privadas, bem como, demonstrou o uso mercadol?gico dos rankings na educa??o tendo em vista a import?ncia que os segmentos atribuem ao ranqueamento do GE.