Made available in DSpace on 2016-04-27T14:48:43Z (GMT). No. of bitstreams: 1 Maria Eliane Maia Sousa.pdf: 1168064 bytes, checksum: 1d1d1d69b449de6bc12255385ef0143c (MD5) Previous issue date: 2015-07-03 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work aimed to investigate the Learning Evaluation as a Process (LEP) use by teachers and coordinator teachers in a school of the state education network from the city of São Paulo, through a case study. Data were collected using observation sessions, semi-structured interviews, and a discussion group. The interviews were carried out with a school board supervisor, the director, one cycle II coordinator, two teachers from Portuguese and Mathematics disciplines, and one teacher that do not directly participate of the LEP. For the discussion group, eleven students from the final years of the elementary school were selected. This research used the studies of Bonamino and Sousa (2012) about the evaluation of Brazilian basic education, Gimenes et al (2013), Alavarse et al (2013), and Morasco Junior and Gama (32013) that investigated the use of external evaluations, as theoretical background. In order to understand the concepts of learning evaluation and formative assessment, this study relied on the works of Fernandes (2009), Hadji (2001), and Luckesi (2011). The analysis of the data and their allocated categories shown that was possible to identify different possibilities for the use of the LEP by teachers and the management team, as well as its potential use in the planning of students learning improvement actions / O presente trabalho teve como principal objetivo investigar o uso que professores e professor coordenador fazem da Avaliação da Aprendizagem em Processo (AAP), por meio de um estudo de caso, no interior de uma Escola da Rede de Ensino Estadual, da cidade de São Paulo. Para a coleta de informações foram realizadas sessões de observação, entrevistas semiestruturadas e grupo de discussão. Participaram das entrevistas um supervisor e técnico da Diretoria de Ensino, o diretor e professor coordenador do ciclo II, dois professores das disciplinas de Língua Portuguesa e Matemática e um professor que não participa diretamente da AAP. Para o grupo de discussão foram selecionados 11 alunos das séries finais do Ensino Fundamental. A pesquisa teve como referencial teórico os estudos de Bonamino e Sousa (2012) sobre Avaliação da Educação Básica no Brasil, as pesquisas desenvolvidas a respeito dos usos das Avaliações Externas, de Gimenes et al. (2013), Alavarse et al. (2013) e Morasco Junior e Gama (2013). Para a compreensão dos conceitos de Avaliação da Aprendizagem e Avaliação Formativa, este estudo se apoiou em Fernandes (2009), Hadji (2001) e Luckesi (2011). A partir dos dados coletados e com a análise das categorias atribuídas, foi possível a identificação de diferentes possibilidades de usos da AAP por professores e equipe gestora, assim como o potencial dessa avaliação no planejamento de ações para melhoria da aprendizagem dos alunos

Dans notre recherche nous nous intéressons à la gestion de l’hétérogénéité des apprentissages des élèves d’une même classe ainsi que sur la différenciation dans l’enseignement dans le domaine du calcul algébrique, en fin de scolarité obligatoire en France. Ces questions ont fait l’objet de plusieurs recherches notamment dans le domaine de la sociologie (Bourdieu, 1966), les sciences de l’éducation (Perrenoud, 1989, 1991 ; Przesmycki, 1991 ; Caron, 2003 ; Sarrazy, 2007) ainsi que dans le domaine de la didactique des mathématiques (Charnay, 1995 ; Grugeon, 1997 ; Castela, 2007 ; Pilet, 2012). Ils constituent depuis quelques années deux thèmes d’actualité dans l’enseignement secondaire français. Les différentes recherches soulignent le fait que les enseignants se trouvent démunis face à leur difficulté à faire progresser les élèves. Deux raisons nous amènent à nous intéresser à ces thèmes. D’une part, le constat du désarroi des enseignants dans la gestion des difficultés croissantes des élèves (dont nous même, en tant qu’enseignante dans un collège classé REP, sommes confrontée) et, d’autre part, les résultats du système scolaire français en termes de connaissances et compétences des élèves aux évaluations nationales et internationales, notamment dans le domaine mathématique. L’enjeu de notre recherche est d’étudier les évolutions des pratiques de différenciation dans l’enseignement en calcul algébrique, à l’aide de ressources dont la pertinence cognitive et épistémologique a été soulignée dans les recherches de Pilet (2012) et d’un travail collaboratif entre enseignants et chercheurs dans le cadre d’un groupe IREM intitulé « Différenciation dans l’enseignement de l’algèbre ». / In our research, we are interesting in the management of the heterogeneity of students learning of the same class, and in the differentiation of teaching in the field of algebraic calculations,in the end of compulsory schooling in France. These questions have been the subject of several studies especially in the field of sociology (Bourdieu 1966), Science Education (Perrenoud, 1989, 1991; Przesmycki, 1991; Caron, 2003; Sarrazy, 2007) and in the field of mathematics education (Charnay, 1995; Grugeon, 1997; Castela , 2007; Pilet, 2012). Since recent years, they constitute two news topics in French secondary education. The different research highlights the fact that teachers are in difficulty to advance students. Two reasons lead us to focus on these themes. On one hand, the finding of confusion for teachers in managing the growing difficulties of students, and, on the other hand, the results of the French school system in terms of knowledge of students in national and international evaluations, particularly in the mathematical field. The aim of our research is to study the evolution of differentiation practices in teaching algebra, using resources whose cognitive and epistemological relevance has been highlighted in Pilet’s researches (2012) and a collaborative work between teachers and researchers as part of IREM group entitled « Differentiation in teaching algebra »

Schizophrenia is one of the most severe mental disorders. Heredity is accepted as a major causative factor. To find molecular mechanisms behind schizophrenia, patient materials with reliable and valid diagnoses must be identified. In order to compare schizophrenia diagnostic procedures for reliability, validity and suitability for genetic studies by evaluation of record information, interview and register diagnostic data and to examine patient materials for linkage or association with molecular genetic markers three patient materials were recruited: sporadic cases, a large pedigree and sib-pairs. Schizophrenia diagnoses based on patient records only, showed good to excellent agreement with diagnoses based on both records and interviews. Register diagnoses generally displayed poor agreement with research diagnoses, but in 94% of patients sometimes registered as schizophrenic psychoses a research diagnosis of these disorders was certified. In the pedigree, analysis suggested linkage to chr 6p23 in a single branch of the pedigree, and a genome scan indicated linkage to the 6q25 region. A genome scan analysis of the sib-pair material was suggestive of linkage to chr 10q25.3-q26.3. In the case-control sample and a meta-analysis there was an association between a dopamine D2 receptor polymorphism (Ser311Cys), on chr 11q22-23, and the disorder. Brain-derived neurotrophic factor gene variants (chr 11p13) were also analysed without any robust significant findings. For patients in long-term treatment for schizophrenia in Sweden, psychiatric record reviews should be valid, reliable and sufficient for assessment of lifetime research diagnosis. Swedish register diagnosis of schizophrenic psychoses has a high positive predictive power in relation to corresponding research diagnoses. For future Swedish studies focusing on a broad definition of schizophrenia, it is sufficient to rely on the register diagnoses of schizophrenic psychosis. There is no major vulnerability gene or locus that is common to the majority of patients with schizophrenia, indicating genetic heterogeneity.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / AvaliaÃÃo educacional ganhou notoriedade no contexto brasileiro devido, dentre outros aspectos, ao fortalecimento de propostas e prÃticas da gestÃo educacional, que vÃm sendo fomentadas pela repercussÃo pedagÃgica deflagrada pelos resultados das avaliaÃÃes de alunos. No CearÃ, presencia-se o avanÃo das discussÃes no campo avaliaÃÃo concomitante com o cenÃrio nacional. Em 2007, foi criado o Programa AlfabetizaÃÃo na Idade Certa (PAIC) que possui carÃter pioneiro, por realizar avaliaÃÃes externas e censitÃrias em alunos das sÃries iniciais do Ensino Fundamental. Atualmente, o PAIC avalia os alunos dos 184 municÃpios cearenses nas Ãreas de portuguÃs e matemÃtica. O presente trabalho investigou como a lÃngua materna pode influenciar no desempenho dos alunos no teste de matemÃtica. A hipÃtese principal do trabalho centrou-se no fato de que alunos com processo de leitura consolidado teriam melhor desempenho no teste de matemÃtica. O estudo fundamentou-se em estudos relacionados à discussÃo da MatemÃtica e a LÃngua Materna em obras de autores como Machado (2011), Granell (2008), Smole & Diniz (2001) e em artigos cientÃficos de autores como Lorensatti (2009) e Ribeiro (2007). O estudo tem natureza descritiva e segundo as fontes de pesquisa, se classifica como bibliogrÃfico e documental. Na obtenÃÃo dos dados necessÃrios Ãs anÃlises, foi utilizada a tÃcnica dos componentes principais e outros procedimentos estatÃsticos. No tratamento analÃtico dos dados obtidos utilizou-se o mÃtodo da anÃlise do conteÃdo. Os resultados da pesquisa confirmaram a hipÃtese de trabalho. PorÃm, ao longo das anÃlises surgiram vÃrios desdobramentos que ajudaram a explicar ainda mais a hipÃtese proposta. Dentre os principais achados, destaca-se que hà grande correspondÃncia entre o desempenho dos alunos na prova de portuguÃs e na prova de matemÃtica. Das quatro categorias que englobaram os achados, duas possuÃam caracterÃsticas comuns representadas pela influÃncia da LÃngua e tratarem de conteÃdos mais difÃceis da MatemÃtica e nas outras duas pÃde-se observar uma menor influÃncia da LÃngua relacionada a itens que avaliavam conteÃdos da matemÃtica e classificados como fÃceis e moderados. Definiram-se subcategorias a partir desses achados relacionadas Ãs dificuldades enfrentadas pelos alunos em responder os itens de matemÃtica. Trata-se de lacunas quanto ao conhecimento linguÃstico, ao conhecimento enciclopÃdico e ao interacional. Esses aspectos levam à necessidade de discussÃes para se repensarem as prÃticas pedagÃgicas dos professores de LÃngua Portuguesa e de MatemÃtica e para os elaboradores de itens de matemÃtica para avaliaÃÃes em larga escala. A pesquisa demonstrou que os resultados das avaliaÃÃes externas promovidas pelo PAIC podem revelar muitas questÃes ainda pouco exploradas na educaÃÃo e que podem ser bastante Ãteis para incitar o debate sobre a avaliaÃÃo diagnÃstica no nÃvel da alfabetizaÃÃo. / Educational assessment has become notorious in Brazilian context because of, among other aspects, the strengthening of the practices and proposals of educational management, which have been fostered by the educational impact triggered by the results of studentsâ evaluations. In CearÃ, there is the advance of discussions in the field assessment concurrently with the national scene. In 2007, the Literacy in Right Age Program was created, and it has a pioneering spirit, because it conducts the external and census evaluations of students in early grades of elementary school. Nowadays, the Program evaluates the students of the 184 cities of Cearà in Portuguese and Mathematics. This study investigated how the language can influence the performance of students in math test. The main hypothesis of the study focused on the fact that students with consolidated reading process would have better performance on the math test. The study was based on researches related to the discussion of Mathematics and Mother Language of authors such as Machado (2011), Granell (2008), Smole & Diniz (2001) and in scientific articles of authors such as Lorensatti (2009) e Ribeiro (2007). The study has a descriptive nature and according to the sources of research, it is a bibliographical and documental type. In obtaining the data required for analysis, the technique of principal components and other statistical procedures were used. In the analytical treatment of data, the method of analysis of the content was used. The research results confirmed the hypothesis. However, throughout the analyzes there were several other factors that helped to further explanation of the proposed hypothesis. Among the main results, it is emphasized that there is great correlation between student performance on the Portuguese and mathematics tests. In the four results categories, two had common characteristics represented by the influence of language and more difficult content of mathematics and the other two of them showed a lower influence of language related to the easy and moderate contents of mathematics. Subcategories were defined based on these findings related to the difficulties faced by students in answering the mathematics items. These are gaps on the linguistic knowledge, encyclopedic knowledge and textual interaction abilities. These aspects lead to the need for discussions in order to plan the pedagogical practices of Portuguese and Mathematics teachers and the developers of mathematics items for large-scale assessments. The research showed that the results of external evaluations promoted by PAIC can reveal many questions remain unexplored in education and that may be useful to encourage the debate on the diagnostic evaluation at the level of literacy.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-04T14:39:25Z No. of bitstreams: 2 Dissertação - Daniela Silva Mendes Medeiros - 2013.pdf: 1504828 bytes, checksum: 76bac28fd71ea212231345b1c19fbb8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-04T14:42:33Z (GMT) No. of bitstreams: 2 Dissertação - Daniela Silva Mendes Medeiros - 2013.pdf: 1504828 bytes, checksum: 76bac28fd71ea212231345b1c19fbb8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-04T14:42:34Z (GMT). No. of bitstreams: 2 Dissertação - Daniela Silva Mendes Medeiros - 2013.pdf: 1504828 bytes, checksum: 76bac28fd71ea212231345b1c19fbb8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-01-10 / In this study, we sought to analyze the process of Diagnostic Assessment of Department of Education of the State of Goiás, presenting his preparation to pedagogical actions derived from this process. For this, we investigate the objectives of managers that Secretariat to implement this program, the process of formulation and implementation of evidence, and especially the vision of mathematics teachers in crowded metropolitan Secretariat of Goiânia on this theme and its pedagogical actions arising from the application of these evidence for diagnostic evaluation. The paths taken lead us to reflect on this type of external evaluation, scoring goals from the achievements in the pursuit of building a formative evaluation process. / Neste trabalho, buscou-se apresentar e analisar o programa Avaliação Diagnóstica da Secretaria da Educação do Estado de Goiás, Seduc, apresentando desde a elaboração de suas provas até as ações pedagógicas originadas de seus resultados. Para isso, investigamos os objetivos dos gestores dessa Secretaria ao implantar esse programa, o processo de elaboração e aplicação das provas e, especialmente, a visão de professores de Matemática lotados na Subsecretaria Metropolitana de Goiânia quanto ao programa, além de suas ações pedagógicas oriundas dos resultados das provas do programa. Os caminhos percorridos nos levaram a refletir sobre essa modalidade de avaliação externa, pontuando desde os objetivos até as realizações em busca da construção de um processo de avaliação formativa.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-23T14:56:35Z No. of bitstreams: 1 lenineantoniodosreis.pdf: 831294 bytes, checksum: fbc6f99c0295d1cdeac6776f98fee266 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:36:36Z (GMT) No. of bitstreams: 1 lenineantoniodosreis.pdf: 831294 bytes, checksum: fbc6f99c0295d1cdeac6776f98fee266 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:36:51Z (GMT) No. of bitstreams: 1 lenineantoniodosreis.pdf: 831294 bytes, checksum: fbc6f99c0295d1cdeac6776f98fee266 (MD5) / Made available in DSpace on 2017-03-24T12:36:51Z (GMT). No. of bitstreams: 1 lenineantoniodosreis.pdf: 831294 bytes, checksum: fbc6f99c0295d1cdeac6776f98fee266 (MD5) Previous issue date: 2009-09-28 / Trata-se de uma pesquisa qualitativa, que teve como objetivo investigar as concepções de avaliação da aprendizagem na escola de regime seriado e na escola de regime de ciclo. Objetivou ainda observar nas escolas as práticas pedagógicas e avaliativas desenvolvidas, obtendo informações para estabelecer um paralelo entre ações avaliativas. Foram participantes da pesquisa de campo as diretoras, as supervisoras pedagógicas e/ou coordenadoras educacionais, professoras e alunos de duas escolas de anos iniciais do ensino fundamental. Foram realizadas análise documental, observação da prática escolar e entrevistas. Concluiu-se que as escolas, tanto a de Ciclo como a de Série, conseguem desenvolver algumas práticas de avaliação diagnóstica e formativa no seu dia-a-dia, isso quer dizer que independente da organização do tempo escolar existem evoluções, mas podemos pontuar fragilidades e avanços no que diz respeito a avaliação da aprendizagem. O estudo mostrou que as práticas da escola tradicional estão presentes no dia a dia da escola e influenciam a prática avaliativa. / This work is a qualitative research that aimed to investigate the conceptions of learning assessment in a “seriate system” school and in a “cycle system” school. It aimed to observe, in these schools, how the pedagogical and evaluation practices are developed, obtaining informations to establish a parallel between the evaluative actions. The group investigated in this research was composed by principals, pedagogical supervisors and/or education coordinators, teachers and students of two schools in the early years classes of elementary level school. Were carried out documental analysis, observation of school practices and interviews. It was concluded that both, the “seriate system” and the “cycle system” schools, develop some diagnostic and formative evaluation practices in their day-to-day. This means that independent of the organization of school time there are evolutions, but there are weaknesses and advances in respect of learning assessment. The research showed that the traditional school practices are present on the day-to-day of the schools and influence the evaluation process.

L'enseignement, l'apprentissage et l'évaluation du raisonnement clinique en sciences infirmières est un défi pour les éducateurs de cette profession et leurs étudiants. Depuis plusieurs décennies, les chercheurs et les éducateurs dans le domaine des sciences de la santé ont travaillé pour élaborer des instruments d'évaluation dans le but de pouvoir mesurer le raisonnement clinique (Charlin, Bordage & Van der Vleuten, 2003). Plusieurs études semblent appuyer le test de concordance de script (TCS) en termes de validité, fiabilité, faisabilité et applicabilité pour plusieurs disciplines et différents contextes (Carrière & al, 2009). Deschênes et ses collaborateurs (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) ont mis au point et validé un TCS spécifiquement pour le raisonnement clinique en sciences infirmières (RCI). Comme l'évaluation a un impact important sur les stratégies d'apprentissage des étudiants (Sibert et al, 2001; Durak, Caliskan & Bor, 2007), les outils d'évaluation valides et fiables qui permettraient l'identification des problèmes spécifiques dans le développement du raisonnement clinique en sciences infirmières seraient très utiles pour guider les décisions concernant l'éducation (Gierl, 2007). Nous avons donc mené une étude pour explorer le potentiel diagnostique des questions d'un TCS. La question de recherche est la suivante: «Dans quelle mesure chaque question d’un TCS visant à évaluer le RCI peut-elle être reliée à des catégories et des stratégies de pensée spécifiques?" Avec une sous-question: «Comment peut-on décrire le potentiel diagnostique d’un TCS pour évaluer le RCI?". Nous avons fait une deuxième analyse de contenu des données qui ont été obtenues dans une étude précédente dans laquelle cinq vignettes (15 questions) du TCS de Deschênes (2006) ont été utilisées. Les résultats ont montré les catégories et stratégies de pensées utilisées pour répondre à certaines questions du TCS selon les groupes de participants. Aussi, nos résultats ont permis de découvrir des disparités importantes entre les groupes, notamment que le RCI des expertes est si différent des étudiantes, qu’il ne peut servir de référence. Enfin, cette étude démontre que le TCS a un potentiel diagnostique niveau par niveau (1ère, 2e, 3e année et expertes) et non d’un niveau à un autre. / Teaching, learning and assessing clinical nursing reasoning is a challenge for both nurse educators and their students. For several decades, researchers and educators in the field of health sciences, worked to develop assessment instruments that would effectively measure clinical reasoning (Charlin, Bordage & Van der Vleuten, 2003). Several studies seem to support the script concordance test (SCT) in terms of validity, reliability, feasibility and applicability in different disciplines and contexts (Carrière & al, 2009). Deschênes and her collaborators (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) developed and validated one SCT specifically for clinical nursing reasoning. Since evaluation has a great impact on students’ learning strategies (Sibert & al, 2001; Durak, Caliskan & Bor, 2007), valid and reliable assessment instruments that would allow the identification of specific problems in the development of clinical nursing reasoning would be very useful to guide educational decisions (Gierl, 2007). We therefore conducted a study to explore the diagnostic potential issues of SCT. The research question is: "To what extent each issue of SCT to assess clinical nursing reasoning can it be linked to categories and specific thinking strategies?" with a sub-question: "How can we describe the diagnostic potential of SCT to evaluate the clinical nursing reasoning?”. We did a second content analysis on think aloud data that were obtained in a previous study in which five vignettes (15 items) from Deschênes’ (2006) SCT were used. The results showed categories thoughts and strategies used to address issues of TCS by groups of participants. Thus, our results revealed significant differences between the groups, such that the clinical nursing reasoning is so different from expert students, it can’t serve as a reference. Finally, this study demonstrates that TCS has a diagnostic potential but level by level (1st, 2nd, 3rd year and experts).

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-26T13:17:13Z No. of bitstreams: 1 Viviane Ferrareto da Silva Pires.pdf: 2251467 bytes, checksum: fef498ab316e29ec48dda91598c9e9e7 (MD5) / Made available in DSpace on 2016-08-26T13:17:13Z (GMT). No. of bitstreams: 1 Viviane Ferrareto da Silva Pires.pdf: 2251467 bytes, checksum: fef498ab316e29ec48dda91598c9e9e7 (MD5) Previous issue date: 2016-03-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Pontifícia Universidade Católica de São Paulo / This study aimed to analyze the ways in which education, in partnership with health services, characterize students with poor academic performance and who are diagnosed through this evaluation process, as learners with difficulties in the schooling process, as students with difficulties in schooling problems behavioral, language, focusing on intellectual disabilities. In this sense, the guiding research question can be delimited: through what procedures does the process of evaluation of students with low academic performance, effective at the relationship between health and education, which result in their characterization as students with learning problems, behavioral and learning difficulties and with intellectual disabilities? Based on the contributions of Vygostski (2007), the research, of eminently documentary character, was effected by means of data analysis in the medical records of 525 students identified by teachers as "problem students" because of their low academic performance. It is under this theoretical basis that analyze the relationship between the complaints of teachers and the diagnosis confirmed by health professionals of Santo André, understanding this relationship as an expression of practices that should be carried out in other social media.This information related to referrals, conducted in 2012 to 2014, were made available by the Secretary of the municipality of Santo André Education / SP namely: teacher reports and two standardized instruments accompanying such referrals; instruments used for three specialties of the multidisciplinary health team (psychology, speech therapy and educational psychology) .The main findings can be summarized as follows: Intense use of standardized instruments, both by teachers and by the health team, which reveal the view that the difficulties presented are due to intrinsic characteristics of these students, which resulted in the attribution of the causes of problems identified to these characteristics, for all the students sent without exception; with respect to students diagnosed with intellectual disabilities, it was found a much higher incidence of existing estimates, as well as its distribution extended from children from two years old to adult subjects / Este trabalho teve por objetivo analisar as formas pelas quais a educação, em parceria com os serviços de saúde, caracterizam os alunos que apresentam baixo rendimento escolar e que são diagnosticados, por meio desse processo avaliativo, como educandos com dificuldades no processo de escolarização, problemas comportamentais, de linguagem, com foco na deficiência intelectual. Nesse sentido, a questão norteadora da investigação pode ser assim delimitada: por meio de que procedimentos se desenvolve o processo de avaliação de alunos com baixo rendimento acadêmico, efetivado na relação saúde-educação, que redundam em suas caracterizações como alunos com problemas de aprendizagem, dificuldades comportamentais e escolares, bem como com deficiência intelectual? Com base nas contribuições de Vygotski (2007), a investigação, de caráter eminentemente documental, foi efetivada por meio de análise de dados contidos nos prontuários de 525 alunos identificados pelos professores como “alunos problema”, em razão de seus baixos rendimentos acadêmicos. É sob esta base teórica que analisamos a relação entre as queixas dos professores e o diagnóstico firmado pelos profissionais da saúde da Prefeitura de Santo André, entendendo essa relação como expressão de práticas que devem ser realizadas em outros meios sociais. Essas informações, referentes aos encaminhamentos, realizados no período de 2012 a 2014, foram disponibilizadas pela Secretaria de Educação do município de Santo André/SP, a saber: relatórios de professores e dois instrumentos padronizados que acompanham esses encaminhamentos; instrumentos utilizados por três especialidades da equipe multiprofissional de saúde (psicologia, fonoaudiologia e psicopedagogia). Os principais achados podem ser assim sintetizados: utilização intensa de instrumentos padronizados, tanto pelos professores quanto pela equipe de saúde, que revelam a visão de que as dificuldades apresentadas devem-se a características intrínsecas desses alunos, que redundou em atribuição das causas dos problemas identificados a essas características, para a totalidade dos estudantes encaminhados, sem nenhuma exceção; com relação ao alunos diagnosticados como deficientes intelectuais, contatou-se a incidência muito superior às estimativas existentes, assim como a sua distribuição que se estendeu desde crianças de dois anos de idade até sujeitos adultos

L'enseignement, l'apprentissage et l'évaluation du raisonnement clinique en sciences infirmières est un défi pour les éducateurs de cette profession et leurs étudiants. Depuis plusieurs décennies, les chercheurs et les éducateurs dans le domaine des sciences de la santé ont travaillé pour élaborer des instruments d'évaluation dans le but de pouvoir mesurer le raisonnement clinique (Charlin, Bordage & Van der Vleuten, 2003). Plusieurs études semblent appuyer le test de concordance de script (TCS) en termes de validité, fiabilité, faisabilité et applicabilité pour plusieurs disciplines et différents contextes (Carrière & al, 2009). Deschênes et ses collaborateurs (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) ont mis au point et validé un TCS spécifiquement pour le raisonnement clinique en sciences infirmières (RCI). Comme l'évaluation a un impact important sur les stratégies d'apprentissage des étudiants (Sibert et al, 2001; Durak, Caliskan & Bor, 2007), les outils d'évaluation valides et fiables qui permettraient l'identification des problèmes spécifiques dans le développement du raisonnement clinique en sciences infirmières seraient très utiles pour guider les décisions concernant l'éducation (Gierl, 2007). Nous avons donc mené une étude pour explorer le potentiel diagnostique des questions d'un TCS. La question de recherche est la suivante: «Dans quelle mesure chaque question d’un TCS visant à évaluer le RCI peut-elle être reliée à des catégories et des stratégies de pensée spécifiques?" Avec une sous-question: «Comment peut-on décrire le potentiel diagnostique d’un TCS pour évaluer le RCI?". Nous avons fait une deuxième analyse de contenu des données qui ont été obtenues dans une étude précédente dans laquelle cinq vignettes (15 questions) du TCS de Deschênes (2006) ont été utilisées. Les résultats ont montré les catégories et stratégies de pensées utilisées pour répondre à certaines questions du TCS selon les groupes de participants. Aussi, nos résultats ont permis de découvrir des disparités importantes entre les groupes, notamment que le RCI des expertes est si différent des étudiantes, qu’il ne peut servir de référence. Enfin, cette étude démontre que le TCS a un potentiel diagnostique niveau par niveau (1ère, 2e, 3e année et expertes) et non d’un niveau à un autre. / Teaching, learning and assessing clinical nursing reasoning is a challenge for both nurse educators and their students. For several decades, researchers and educators in the field of health sciences, worked to develop assessment instruments that would effectively measure clinical reasoning (Charlin, Bordage & Van der Vleuten, 2003). Several studies seem to support the script concordance test (SCT) in terms of validity, reliability, feasibility and applicability in different disciplines and contexts (Carrière & al, 2009). Deschênes and her collaborators (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) developed and validated one SCT specifically for clinical nursing reasoning. Since evaluation has a great impact on students’ learning strategies (Sibert & al, 2001; Durak, Caliskan & Bor, 2007), valid and reliable assessment instruments that would allow the identification of specific problems in the development of clinical nursing reasoning would be very useful to guide educational decisions (Gierl, 2007). We therefore conducted a study to explore the diagnostic potential issues of SCT. The research question is: "To what extent each issue of SCT to assess clinical nursing reasoning can it be linked to categories and specific thinking strategies?" with a sub-question: "How can we describe the diagnostic potential of SCT to evaluate the clinical nursing reasoning?”. We did a second content analysis on think aloud data that were obtained in a previous study in which five vignettes (15 items) from Deschênes’ (2006) SCT were used. The results showed categories thoughts and strategies used to address issues of TCS by groups of participants. Thus, our results revealed significant differences between the groups, such that the clinical nursing reasoning is so different from expert students, it can’t serve as a reference. Finally, this study demonstrates that TCS has a diagnostic potential but level by level (1st, 2nd, 3rd year and experts).

O presente estudo parte do entendimento de que a avaliação externa é um instrumento da gestão escolar que implica não só a conscientização dos envolvidos acerca dos resultados mas também a forma como a gestão escolar conduz o planejamento de ações pedagógicas utilizando esse instrumento como diagnóstico. Diante desse entendimento, este trabalho objetivou verificar as implicações da avaliação externa de rendimento escolar na gestão pedagógica em nível de escola. Apresentamos a experiência de implantação e implementação da avaliação externa do SAERS (Sistema de Avaliação do Rendimento Escolar do Rio Grande do Sul) nas escolas municipais de Caxias do Sul. A análise descritiva consistiu em mostrar: como os diretores das unidades de ensino, aqui pesquisados, planejaram ações pedagógicas a partir do desempenho constatado em prova objetiva de Língua Portuguesa (Leitura) da 5ª série ou 6º ano no SAERS de 2005 e se essas repercutiram no desempenho da escola consoante avaliação do SAERS de 2007. Valemos-nos de alguns autores como Luckesi (1995 e 2001), Hoffmann (2001, 2007 e 2008), Vasconcellos (1994 e 2006), PCNs (1998) e Perrenoud (1999) para glosar a abordagem a partir do enfoque qualitativo da avaliação, mais precisamente no diagnóstico. Com vistas à consecução dos objetivos desta pesquisa, adotamos as seguintes decisões metodológicas: análise de documentos oficiais, como instrumentos e relatórios do SAERS; aplicação de um questionário a dez diretores das escolas municipais de Ensino Fundamental com melhor desempenho na prova de Língua Portuguesa no SAERS de 2005; e análise dos dados, comparando-os com os resultados dessa mesma amostra na prova de Língua Portuguesa de 2007. A investigação apontou para a corroboração da hipótese de que os resultados do SAERS não foram devidamente aproveitados pelos gestores das escolas para o planejamento, que promovessem efetivamente a melhoria da qualidade do desempenho dos alunos. Prova disso, é que do universo das escolas analisadas, 70% das escolas avaliadas satisfatoriamente em 2005, obtiveram desempenho abaixo do esperado, em 2007. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T16:30:49Z No. of bitstreams: 1 Dissertacao Flavia Melice Vergani.pdf: 751003 bytes, checksum: 7ea27bccb765bdbaeda0d3a7f7d0acbf (MD5) / Made available in DSpace on 2014-06-02T16:30:49Z (GMT). No. of bitstreams: 1 Dissertacao Flavia Melice Vergani.pdf: 751003 bytes, checksum: 7ea27bccb765bdbaeda0d3a7f7d0acbf (MD5) / The starting point for the current study considers external evaluation as a school management instrument that not only implies on the awareness of those involved in the process about the results, but also on how school managers conduct the planning of pedagogical actions using this instrument as a diagnosis. Based on that, the study intended to check what the implications of external evaluation on school performance were on the pedagogical management of the school. The paper presents the experience of implanting and implementing SAERS external evaluation (evaluation system for school performance in the state of Rio Grande do Sul) in the municipal schools in the city of Caxias do Sul. The descriptive analysis consisted in showing how school managers at the institutions subject of the research had planned the pedagogical actions considering data from the performance obtained in the Portuguese test (Reading) for the 5th or 6th grades in SAERS 2005, and if those actions had any repercussion on the performance of the school in the evaluation carried out during SAERS 2007. Authors such as Luckesi (1995 and 2001), Hoffmann (2001, 2007 and 2008), Vasconcellos (1994 and 2006), PCNs (1998) and Perrenoud (1999) are considered to interpret the approach under a qualitative focus of evaluation, more specifically as a diagnosis. Aiming at the objectives set for this research, the following methodological decisions were taken: analysis of official documents, such as SAERS instruments and reports; application of a questionnaire to 10 principals at municipal elementary schools which had some of the best performances evaluated in the Portuguese test for SAERS 2005; and the analysis of the data, comparing them to the result of the same schools in the Portuguese test for 2007. The investigation pointed to the corroboration of the hypothesis that the results obtained by SAERS were not put to their best use by schools managers for some planning that would effectively promote the improvement of students´ performance. Evidence of that is that from the universe of the schools that were evaluated, 70% of those that had been evaluated satisfactorily in 2005 had a lower performance (lower than expected) in 2007.