Esta pesquisa abordou a educaÃÃo profissional do Sistema âSâ embasada em preceitos de abordagens consideradas reprodutivistas, como a tecnicista, focada nos conceitos tradicionais de formaÃÃo, cujo objetivo à formar e qualificar os trabalhadores no seu ambiente de trabalho, na tentativa de reinserÃ-los no mercado de trabalho, se assim convier. Como propulsor de um diÃlogo construtivo, com o objetivo de servir como base na correlaÃÃo entre a teoria e a prÃtica no processo de anÃlise, as abordagens teÃricas evocadas foram as progressista, politÃcnica, construtivista, cognitivista, tecnicista e andragÃgica, ambos com suas peculiaridades, todavia comuns no ato de aprender e ensinar. Baseou-se na busca de respostas sobre os modelos praticados pelo Sistema âSâ, quais as abordagens pedagÃgicas, estruturas essenciais da educaÃÃo? E ainda, quais os nÃveis de avaliaÃÃo de Kirkpatrick sÃo praticados nos programas de educaÃÃo profissional desse Sistema âSâ? A metodologia da pesquisa utilizada, ainda pouco disseminada, foi a quadripolar, cuja dissertaÃÃo estabelece um diÃlogo entre quatro polos, a saber: epistemolÃgico ou contextualizaÃÃo histÃrica e filosÃfica do objeto da pesquisa, o teÃrico que promoveu um diÃlogo entre os autores, o morfolÃgico, ao relatar os modelos de educaÃÃo profissional e avaliaÃÃo, e o tÃcnico, o qual trata das anÃlises no campo da metodologia de pesquisa e dos dados coletados que puderam se relacionar durante os escritos. Os primeiros resultados foram à afirmaÃÃo do Sistema âSâ como formador dos trabalhadores e, apÃs anÃlise dos dados coletados, as afirmaÃÃes de que as abordagens predominantes foram a andragÃgica e a tecnicista, sendo indispensÃvel observar o paralelo traÃado do objeto de estudo com a avaliaÃÃo segundo modelo de avaliaÃÃo adotado que foca em quatro nÃveis: reaÃÃo, aprendizagem, comportamento e resultados, o que demonstrou claramente ao observar os resultados a predominÃncia nos nÃveis de reaÃÃo ou de satisfaÃÃo dos participantes nas atividades de formaÃÃo profissional e o nÃvel de aprendizagem para as organizaÃÃes do Sistema âSâ mais desenvolvidas. / A throughout the time, the Education focused before in the traditional concepts formation, based on the concepts one in such a way technician, made the positive base for System âSâ, whose objective is to form and to characterize the workers in its environment of work, in the attempt to place them to agree again if thus. As propeller of a constructive dialogue to serve of base in the correlation between the theory and the practical one in the analysis process, the evoked theoretical concepts had been the progressive, polytechnical, constructivist, cognitivism, technicality and andragÃgica, all with its peculiarities, however common in the act to learn and to teach. The methodology of the used research was of four polar regions, whose dissertation establishes a dialogue between four polar regions, namely: Epistemological or historical and philosophical composition of the object of the research, the theoretician whom a dialogue between the authors, the morphologic one promoted, when telling the models of professional education and evaluation, and the technician, which deals with the analyses in the field of the methodology of research and the collected data that had been able to become related during the writings. The first results had been the affirmation of System âSâ as development of the workers and, after analysis of the collected data, the affirmations or negations of the hypotheses, being indispensable to observe the traced parallel of the study object.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-04T18:35:20Z No. of bitstreams: 1 mariadasoledadevieirarios.pdf: 866606 bytes, checksum: 97222ce4d8c45136147e14f0eb4445d8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T11:50:30Z (GMT) No. of bitstreams: 1 mariadasoledadevieirarios.pdf: 866606 bytes, checksum: 97222ce4d8c45136147e14f0eb4445d8 (MD5) / Made available in DSpace on 2016-02-05T11:50:30Z (GMT). No. of bitstreams: 1 mariadasoledadevieirarios.pdf: 866606 bytes, checksum: 97222ce4d8c45136147e14f0eb4445d8 (MD5) Previous issue date: 2014-09-24 / Esta dissertação analisa as contribuições do Projeto de Intervenção Pedagógica de Língua Portuguesa (PIP), ofertado para os alunos do 3º ano de Ensino Fundamental que apresentam defasagem na aprendizagem das habilidades de leitura e escrita. O PIP foi implementado pela Secretaria Municipal de Educação de Belo Horizonte em 2009, para atender os estudantes com defasagem na aprendizagem em Língua Portuguesa ampliando, posteriormente, para Matemática. Atualmente o PIP é ofertado por todas as escolas da RME/BH e suas diretrizes preveem, além de outras ações, a formação dos professores que atuam nesse projeto. Para analisarmos as contribuições do PIP no desenvolvimento das habilidades linguísticas, utilizamos os dados do Avalia BH dessa disciplina, acompanhando os resultados da proficiência desses alunos nos anos de 2010, 2011 e 2012, ou seja, no 3º, 4º e 5º ano do Ensino Fundamental. A partir da abordagem qualitativa, este estudo foi desenvolvido por meio da análise da documentação produzida pela Secretaria Municipal de Educação no contexto de implementação do PIP. Adotamos como referencial para a análise da trajetória do PIP a “abordagem do ciclo de políticas” defendido por Mainardes (2006) à luz da abordagem formulada por Stephen Ball e colaboradores. A pesquisa mostrou-nos que, ao compararmos os resultados do Avalia BH de Língua Portuguesa dos alunos que frequentaram o PIP e participaram dessa avaliação nos anos de 2010 a 2012, com os resultados dos alunos que não participaram do PIP, a proficiência dos dois grupos tende a cair na medida em que esses alunos vão avançando na etapa de escolarização. Além disso, durante o processo de análise do projeto observamos várias lacunas que de certa forma interferem na eficácia do projeto e que precisam ser melhoradas. Diante dessas constatações, elaboramos um plano de ação com algumas indicações que podem contribuir com a melhoria do Projeto de Intervenção Pedagógica da Rede Municipal de Ensino de Belo Horizonte. / This paper analyzes the contributions of the Project of Pedagogical Intervention Portuguese Language (PIP), offered to the students of the 3rd year of elementary school who have lag in learning the abilities of reading and writing. The IPP is implemented by the Municipal Secretariat of Education Belo Horizonte in 2009, to meet with students lag in learning Portuguese expanding later to Mathematics. PIP is currently offered by all schools of RME / BH and its guidelines provide for, among other actions, the training of teachers who work in this project. To analyze the contributions of PIP in the development of language abilities, we use data from BH Evaluates this discipline, monitoring the results of the proficiency of these students in the years 2010, 2011 and 2012, ie in the 3rd, 4th and 5th year of elementary school. The qualitative approach, this study was developed through analysis of documents produced by the Municipal Secretariat of Education in the context of implementation of the PIP. We adopted for the analysis of the trajectory of the PIP "of the policy cycle approach" defended by Mainardes (2006) in the light of the approach formulated by Stephen Ball and colleagues. Research has shown us that when comparing the results of BH Evaluates Portuguese Language students who attended and participated in this PIP evaluation in the years from 2010 to 2012, with the results of students who did not participate in the PIP, the proficiency of the two groups tends to decline as these students advance in the schooling stage. Moreover, during the process of analysis of the project noted several gaps that somehow interfere in efficacy of the project and need to be improved. Given these findings, we developed an action plan with some indications that can contribute to improving the Project of Pedagogical Intervention Municipal Education Network of Belo Horizonte.

Evaluation of teacher training has been conducted primarily on pre-service contexts and has focussed almost exclusively on evidence of impact in terms of changes in teachers’ behaviour or beliefs. Using a responsive / constructivist methodology my research focuses on an in-service context and takes the participants as the starting point of the research in order to examine both the processes of teacher learning (i.e. how do teachers learn) as well as the product (what are their claims, concerns and issues) regarding the training programme. The emergent data is analysed with findings grounded in the literature of teacher learning and parallels made with my own reflections on the processes of learning through the research experience itself. The evaluation focuses on a Cambridge In Service Certificate of English Language Teaching (ICELT) training course which is designed as an internationally appropriate INSET programme that can satisfy the training needs of (both native and non-native) EFL teachers. The research is valuable because we do not know how teachers learn on a training course. Through a review of the literature and exploiting the imagery of a metaphorical journey of development, I formulate a framework for analysing teacher learning which distinguishes between practical (applied) knowledge, conceptual knowledge and knowledge of self. This theoretical framework provides a lens to analyse data emerging during the evaluation. The research advocates an alternative ‘constructivist – responsive’ method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). The research methods follow a Fourth Generation Evaluation model (Guba and Lincoln 1979). The results show that in terms of the evaluation outcomes (product) we can identify modes of learning that concern tasks (how), knowing (what) and awareness of self and socio-cultural context (why). Analysis of the teachers’ talk as collaborative interaction showed little evidence of learning taking place. There were no obvious sections of exploratory talk that is conducive to the construction of new meanings and learning. However by analysing teachers’ talk as a manifestation of individual modes of thinking we are able to identify modes of thinking that have clear parallels with the framework of teacher learning depicted above: techno-rationale thought (how), reflective thought (what) and critical thought (why).The descriptive framework therefore depicts the integration of levels for both the process of learning and the products of learning and as such is a powerful tool for teacher educators. Teachers need to operate on all three levels in their professional lives. The study challenges some well-established assumptions in teacher training evaluation. In terms of epistemology, teacher learning is life-long and individual. Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of the socio-cultural context and recognise the interconnectedness of process and product (i.e. how the traveling and the journey interact).

Made available in DSpace on 2016-04-28T20:57:09Z (GMT). No. of bitstreams: 1 PED - Nelson Antonio Simao Gimenes.pdf: 789344 bytes, checksum: 63da06ff367e5a8ac14f6d1673ee8d56 (MD5) Previous issue date: 2006-10-06 / With the objective to analyze the process of auto-evaluation developed in an Institute of Higher Learning in the interior of the state of São Paulo, we carried out a meta-evaluation from the point of view of the coordinators in the area of biological-health of the institution that is being used for the study utilizing an instrument of meta-evaluation, based on the standards of Utility and Accuracy developed by the Joint Committee on Standards for Educational Evaluation and made based on a free adaptation of the Program Evaluation Models Meta-evaluation Checklist. There was a main concern, during this work, of reflecting on the public policies of evaluation, not as one more legal demand of institutions in relation to the responsible government authorities, but as a procedure able to generate essential information for Institutions of Higher Learning, with the intention of contributing to its improvement and institutional development. The results show that although the autoevaluation carried out at the Institution of Higher Learning has been, in the opinion of the respondents, satisfactory; we identified some problems, especially concerning the difficulties of the internal evaluation of promoting adequate conditions for the generation of institutional improvements; as well as the effective involvement of the community from the perspective of amplified participation. We believe this study can contribute in the debate over the role of auto-evaluation and the importance of it in the improvement of the System of Higher Learning in Brazil, as well as reflecting on the adequate standards for the development of evaluative processes that generate changes and improvements on and for the different sectors of an Institution of Higher Learning, such as teaching, research, complementary activities and management, overpassing the legal-bureaucratic demands of the regulatory agencies of this system. Finally, we believe that to overcome these problems it is necessary to develop various and efficient forms of access, dissemination and feedback of the information collected during the evaluative process, which would make possible an improved comprehension of the objectives for the different segments of the local academic community / Com o objetivo de analisar o processo de auto-avaliação desenvolvido em uma Instituição de Educação Superior do interior do estado de São Paulo, realizamos uma metaavaliação a partir do ponto de vista dos coordenadores de curso da área de Saúdebiológica da instituição em estudo utilizando um instrumento de meta-avaliação, baseado nos padrões Utilidade e Precisão desenvolvidos pelo Comitê Misto sobre Diretrizes para a Avaliação Educacional (Joint Committee on Standards for Educational Evaluation) e feito a partir de uma adaptação livre do Program Evaluation Models Metaevaluation Checklist. Houve uma preocupação central, neste trabalho, de refletir sobre as políticas públicas de avaliação, não como mais uma exigência legal das instituições em relação aos órgãos governamentais responsáveis, mas como um procedimento capaz de gerar informações essenciais para as IESs, no intuito de contribuir para seu aperfeiçoamento e desenvolvimento institucional. Os resultados apontam que embora a auto-avaliação realizada na IES tenha sido, na opinião dos respondentes, satisfatória, identificamos alguns impasses, sobretudo em relação às dificuldades da avaliação interna de promover condições adequadas para a geração de melhorias institucionais, bem como de envolvimento efetivo da comunidade a partir de uma perspectiva de participação ampliada. Entendemos que este estudo pode contribuir para o debate sobre o papel da auto-avaliação e da importância desta para o aperfeiçoamento do Sistema de Educação Superior no Brasil, bem como de se refletir sobre padrões adequados para o desenvolvimento de processos avaliativos geradores de transformações e melhorias nos e pelos diferentes setores de uma IES, como o ensino, a pesquisa, a extensão e gestão, transpondo as exigências burocrático-legais dos órgãos reguladores deste sistema. Por fim, entendemos que para a superação destes impasses faz-se necessário o desenvolvimento de formas variadas e eficientes de acesso, divulgação e retorno das informações coletadas ao longo do processo avaliativo, o que possibilitaria a melhor compreensão dos seus objetivos pelos diferentes segmentos da comunidade acadêmica local

Monitoring is an important tool for gaining insight into an organisation’s environmental performance and for learning about the environmental condition and the effectiveness of environmental management measures. Development of environmental monitoring has generally relied on research aiming at improving monitoring methodology, technique or practice within a particular management tool. Little empirical research has taken into account the organisation’s reality where several management tools are used in parallel. This thesis analyses the practice of environmental monitoring in public authorities with the aim of identifying barriers and possibilities for environmental monitoring as an instrument for improving environmental performance, using the Swedish Rail Administration as a case organisation. The study identified two different types of environmental monitoring: environmental performance measurement (EPM) and activity monitoring, both important for achieving environmental improvements. EPM involves gathering and evaluating data to determine whether the organisation is meeting the criteria for environmental performance set by the management of the organisation. EPM can further be used for judging the success and failure of environmental objectives and strategies. Activity monitoring provides each project of the organisation with information to minimise the negative effects on the natural environment or human health and to ensure that the organisation’s operations conform with regulations. Problems encountered comprised a variety of little co-ordinated monitoring activities, poor utilization of the monitoring results as well as limited internal feedback on monitoring results. Some of the problems identified seem to be an effect of the management transition from a traditional ‘command and control’ system to a self-administered organisation managed by economic incentives and voluntary management systems. This thesis suggests several improvements to make monitoring more efficient. Primarily, the monitoring systems must have a clear structure and be adapted to its specific function. The EPE system would benefit from being integrated with the organisation’s central performance measurement, presenting progress towards organisational strategic objectives as well as operational objectives. The system for activity monitoring must not only focus on inputs and outputs to the system but must also include the environmental condition of the system. In order to improve communication and learning, monitoring data within both EPE and activity monitoring must be better transmitted and utilised within the structure of the permanent organisation. Experience from all monitoring activities that now is scattered and inaccessible to the individuals of the organisation could beneficially be stored within a well-structured organisational ‘memory‘. Such a system would facilitate an iterative management process where the monitoring results and the knowledge gained are used for making future plans and projects more adaptive, thereby improving the environmental performance of the organisation. / QC 20100729

Made available in DSpace on 2016-08-03T16:15:54Z (GMT). No. of bitstreams: 1 Miriam Rezende Mendes.pdf: 1064619 bytes, checksum: b6da2aaa8db44ffb76705c6f0541f442 (MD5) Previous issue date: 2007-03-15 / This research present itself in a qualitatively perspective, with an ethnographic character. It analyzes the evaluative practice movement of the teachers who participated in the course about Avaliação numa perspectiva construtivista (Evaluation in a constructivist perspective). Initially, it discusses the hypothesis of non-changing related to the evaluative practice. In a reflexive way, that analyze pass to be inspired in the studies of Michel de Certeau, for not to surrender to the supremacy of the cultural products imposed by a dominating social order; in not to restrict itself to the perspectives of the theories about learning evaluation. The aim of this present research directed itself to the action of the consumers of this products the teachers when appropriating themselves of such theories, they do on their own way, re-measuring, and re-signifying them, with astuteness, creativity, inventiveness. When we understand that such professionals, in situations less privileged in the social structures of the constitutive power, have an intelligence that generates a multiplicity of interpretations, we open our eyes to the surprises, possibilitating various ways to the appreciation that trace the evaluative practice of the teachers. However, if we elect a single patter of reference to the daily actions analyze, we could close ourselves into only two conclusions: obedience or resistance. We opted, however, for approaching ourselves of Certeau, and to believe, as he does, in intelligence, and creativity also present in the actions of the more weak in the social organizations, who are the consumers of the cultural products. We created, so, new opportunities so that the crowd acquire life, turning clear the diversity of the evaluative practices of a group of teachers, focusing the concrete actions from real teachers analyze. / presente pesquisa apresenta-se em uma perspectiva qualitativa, de cunho etnográfico. Analisa o movimento da prática avaliativa de professores que participaram do curso sobre Avaliação numa perspectiva construtivista. Inicialmente, discute a hipótese de não-mudança em relação à prática avaliativa. Em uma trajetória reflexiva, a análise passa a ser inspirada nos estudos de Michel de Certeau, ao não se render à supremacia de produtos culturais impostos por uma ordem social dominante; ao não se limitar à perspectiva das teorias sobre Avaliação da aprendizagem. O foco da pesquisa direcionou-se à ação dos consumidores desses produtos os professores que, ao se apropriarem de tais teorias, o fazem à sua maneira, redimensionando-as e as resignificando, com astúcia, criatividade, inventividade. Ao entender que tais profissionais, em situações menos privilegiadas nas estruturas sociais de poder constituído, possuem uma inteligência que engendra uma multiplicidade de interpretações, abrimos nosso olhar para surpresas, possibilitando a apreciação de variados caminhos que delineiam as práticas avaliativas dos professores. No entanto, se elegêssemos um único padrão de referência para a análise das ações cotidianas, poderíamos nos fechar em apenas duas conclusões: obediências ou resistências. Optamos, todavia, por aproximarmo-nos de Certeau, e acreditar, como ele, na inteligência e criatividade também presentes nas ações dos mais fracos nas organizações sociais, que são os consumidores dos produtos culturais. Criamos, destarte, nova oportunidade para que a multidão adquira vida, evidenciando a diversidade de práticas avaliativas de um grupo de professores, focalizando a análise em ações concretas, de professores reais.

Made available in DSpace on 2014-06-11T19:24:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-22Bitstream added on 2014-06-13T18:53:02Z : No. of bitstreams: 1 valentim_fod_me_mar.pdf: 941689 bytes, checksum: 44ea1c78c734a1d350333444c90701d2 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Com a proposta de inclusão escolar, divulgada mais fortemente a partir da década de 1990, no Brasil, surge a preocupação em revisar os papéis que a escola comum passa a desempenhar, frente a essa nova realidade. Tal movimento implica profundas mudanças na concepção de educação e, consequentemente, nas concepções sobre ensino, aprendizagem e avaliação. A prática usual de avaliação da aprendizagem, desenvolvida nas escolas, tem-se mostrado, predominantemente, restrita à mensuração e à utilização de instrumentos que pouco contribuem para a prática pedagógica do professor e, dessa forma, se constituem em práticas pouco favoráveis à inclusão do aluno com deficiência intelectual. A avaliação da aprendizagem deve ser capaz de identificar o potencial de aprendizagem dos alunos, indicar suas necessidades e oferecer subsídios ao planejamento da prática pedagógica do professor. Diante disso, esta pesquisa teve por objetivos identificar e analisar como vem sendo desenvolvida a avaliação da aprendizagem escolar, nas escolas municipais do Ensino Fundamental – ciclo I, de uma cidade do interior paulista, para os alunos com deficiência intelectual, assim como apresentar aos seus professores o Referencial sobre Avaliação da Aprendizagem na área da Deficiência Intelectual – RAADI (SÃO PAULO, 2008), acompanhando e analisando as implicações da aplicabilidade de tal instrumento, na escola, focando as expectativas curriculares de Língua Portuguesa. Para a realização deste estudo, foi selecionado um grupo-amostra de 6 professores que tinham alunos com deficiência intelectual matriculados em suas turmas. De tal grupo, 3 professores fizeram a aplicação do Referencial com seus alunos com deficiência intelectual. Além disso, os procedimentos metodológicos compreenderam também um roteiro de entrevistas inicial com todos os participantes e um roteiro de entrevistas... / By means of the school inclusion proposal, more seriously considered from the 1990s in Brazil, there appears the concern in reviewing the roles that the common school is to play before this new reality. Such movement involves deep changes in the conception of education and consequently in the conceptions of teaching, learning and evaluation. The usual practice of learning evaluation, developed in schools, has proven to be predominantly restricted to the measurement and use of instruments that contribute little to the educational practice of the teacher and, thus, constituting unfavorable practices to the inclusion of students with intellectual disabilities. The evaluation of learning should identify the learning potential of students, indicate their needs and provide subsidies to the planning of the teacher pedagogical practice. Therefore, this research was aimed at identifying and analyzing how the learning evaluation has been developed in Fundamental teaching municipal schools – cycle I, in an inner city of São Paulo State, for students with intellectual disabilities, as well as at presenting The Guidelines on Learning Evaluation in the Intellectual Deficiency area – RAADI (SÃO PAULO, 2008) to teachers, following and analyzing the implications of the applicability of such instrument in school, focusing on curricular expectations of the Portuguese language. For this study, it was selected a sample group of six teachers, who had students with intellectual disabilities, enrolled in their classes. From this group, three teachers made the application of the Guidelines with intellectual disabled students. Moreover, the methodological procedures also included an initial set of interviews with all participants and a final set of interviews only with those who participated in the intervention. The results of the initial interviews indicated conceptions still fairly limited and individual... (Complete abstract click electronic access below)

Orientador: Anna Augusta Sampaio de Oliveira / Banca: Sadao Omote / Banca: Márcia Denise Pletsch / Resumo: Com a proposta de inclusão escolar, divulgada mais fortemente a partir da década de 1990, no Brasil, surge a preocupação em revisar os papéis que a escola comum passa a desempenhar, frente a essa nova realidade. Tal movimento implica profundas mudanças na concepção de educação e, consequentemente, nas concepções sobre ensino, aprendizagem e avaliação. A prática usual de avaliação da aprendizagem, desenvolvida nas escolas, tem-se mostrado, predominantemente, restrita à mensuração e à utilização de instrumentos que pouco contribuem para a prática pedagógica do professor e, dessa forma, se constituem em práticas pouco favoráveis à inclusão do aluno com deficiência intelectual. A avaliação da aprendizagem deve ser capaz de identificar o potencial de aprendizagem dos alunos, indicar suas necessidades e oferecer subsídios ao planejamento da prática pedagógica do professor. Diante disso, esta pesquisa teve por objetivos identificar e analisar como vem sendo desenvolvida a avaliação da aprendizagem escolar, nas escolas municipais do Ensino Fundamental - ciclo I, de uma cidade do interior paulista, para os alunos com deficiência intelectual, assim como apresentar aos seus professores o Referencial sobre Avaliação da Aprendizagem na área da Deficiência Intelectual - RAADI (SÃO PAULO, 2008), acompanhando e analisando as implicações da aplicabilidade de tal instrumento, na escola, focando as expectativas curriculares de Língua Portuguesa. Para a realização deste estudo, foi selecionado um grupo-amostra de 6 professores que tinham alunos com deficiência intelectual matriculados em suas turmas. De tal grupo, 3 professores fizeram a aplicação do Referencial com seus alunos com deficiência intelectual. Além disso, os procedimentos metodológicos compreenderam também um roteiro de entrevistas inicial com todos os participantes e um roteiro de entrevistas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: By means of the school inclusion proposal, more seriously considered from the 1990s in Brazil, there appears the concern in reviewing the roles that the common school is to play before this new reality. Such movement involves deep changes in the conception of education and consequently in the conceptions of teaching, learning and evaluation. The usual practice of learning evaluation, developed in schools, has proven to be predominantly restricted to the measurement and use of instruments that contribute little to the educational practice of the teacher and, thus, constituting unfavorable practices to the inclusion of students with intellectual disabilities. The evaluation of learning should identify the learning potential of students, indicate their needs and provide subsidies to the planning of the teacher pedagogical practice. Therefore, this research was aimed at identifying and analyzing how the learning evaluation has been developed in Fundamental teaching municipal schools - cycle I, in an inner city of São Paulo State, for students with intellectual disabilities, as well as at presenting The Guidelines on Learning Evaluation in the Intellectual Deficiency area - RAADI (SÃO PAULO, 2008) to teachers, following and analyzing the implications of the applicability of such instrument in school, focusing on curricular expectations of the Portuguese language. For this study, it was selected a sample group of six teachers, who had students with intellectual disabilities, enrolled in their classes. From this group, three teachers made the application of the Guidelines with intellectual disabled students. Moreover, the methodological procedures also included an initial set of interviews with all participants and a final set of interviews only with those who participated in the intervention. The results of the initial interviews indicated conceptions still fairly limited and individual... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2016-12-08T16:35:02Z (GMT). No. of bitstreams: 1 simonesoares.pdf: 1520935 bytes, checksum: 343dbf4a97dedbc174b8a906577cb2d9 (MD5) Previous issue date: 2012-02-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper presents the results of an investigation about the assessment practices that happen in the virtual learning environment in distance education online. The problem of this research emphasizes the students' perception about the assessment practices developed in the virtual environment for teaching and learning (AVEA), and examines the concept underlying the evaluative processes in the Course of Technology in Public Administration from UAB - IFSC. The objective is to conduct a literature review on the evaluation of learning in distance education online, through reference Cool & Monereo; Moran; Belloni; Borges; Alves; Peters; Ramal; Santos; Levy, among other authors of reference, identifying the theoretical approaches in the assessment of learning in all official documents, textbooks and teaching institution surveyed, identifying the learning effect of assessment practices in the course, its objectives and instruments in time and distance, and discuss the changes and continuities identified in assessment practices, specific to distance education online. The methodology was used to investigate the case study, outlining thus a quantitative and qualitative research, respecting the scientific principles that guide them. The data collection instrument used was an online questionnaire analyzed in similar thematic groupings. 84 students participated in this survey course on screen. Before examining the perceptions of students, online assessment practices are characterized in a time of transition. Despite the use of some evaluative instruments considered innovative, such as the Forum, the online evaluation practices are still more to a service model and a traditional culture of evaluation, in response to the emerging form of teaching and learning in digital times / O presente trabalho apresenta os resultados de uma investigação acerca das práticas avaliativas que acontecem no ambiente virtual de aprendizagem, na Educação a Distância online. A problemática desta pesquisa salienta a percepção dos alunos quanto às práticas avaliativas desenvolvidas no ambiente virtual de ensino e aprendizagem (AVEA), e analisa a concepção que fundamenta os processos avaliativos no Curso Superior de Tecnologia em Gestão Pública da UAB IFSC. O objetivo é realizar uma revisão teórica sobre a avaliação da aprendizagem em Educação a Distância online, por meio dos referenciais Cool & Monereo; Moran, Belloni, Borges, Alves, Peters, Ramal, Santos, Levy, dentre outros autores de referência; identificar as abordagens teóricas sobre avaliação da aprendizagem presentes nos documentos oficiais, didáticos e pedagógicos da instituição pesquisada; identificar as práticas avaliativas da aprendizagem efetivadas no curso, suas finalidades e instrumentos, em momentos presenciais e a distância; e discutir as mudanças e as permanências identificadas nas práticas avaliativas, especificas à educação a distância online. A metodologia utilizada na investigação foi o estudo de caso, delineando assim, uma pesquisa quanti-qualitativa, respeitando os princípios científicos que as orientam. O instrumento de coleta de dados utilizado foi um questionário online analisado a partir de agrupamentos temáticos semelhantes. Participaram desta pesquisa 84 estudantes do curso em tela. Diante da análise da percepção dos alunos, as práticas avaliativas online caracterizam-se em um momento de transição. Estamos entre o permanecer e o mudar destas práticas. Apesar da utilização de alguns instrumentos avaliativos considerados inovadores, como o Fórum, as práticas avaliativas online ainda estão mais a serviço de um modelo e de uma cultura tradicional de avaliação, que em resposta à emergente forma de ensinar e de aprender em tempos digitais

Made available in DSpace on 2016-08-17T13:54:10Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-07-03 / The object of the present study was the evaluation of the learning process in higher education within the Pedagogy course at the Universidade Estadual do Sudoeste da Bahia - UESB Jequié campus. This study aimed to examine the practices developed by professors, from the relationships established with the curriculum. To accomplish that, the theoretical reference that serves as the basis for this thesis is based on studies by Stufflebeam and Shinkifield, Popham, Luckesi, Hoffmann, Vianna, Mendes and others. The research subjects were the professors and students of the selected course. Data were collected through interviews with professors, questionnaires applied to the students and documents on assessment of learning available at MEC, University and the Pedagogy Course. Data analysis revealed that the professor has a concept of formative assessment of learning, which is at the service of the student s learning. However, the data showed that the practices developed are focused on evaluative instruments as tests, seminars and group work and favor the group's performance rather than individual ones as the method of evaluation. They are restricted to an assessment classification perspective, far from the concept presented by the professor. It was observed that the student has a critical view of the evaluative process and realizes that it is assessed only to meet rituals, get grades and, therefore, to be approved or disapproved. Thus, they notice that this evaluation is distant from the elements of the curriculum of the course. We found, analyzing the data, differences between students and professors in relation to the characterization of the current evaluative practices carried out. Despite of the conceptual breakthrough at school s evaluation in recent years, the research has shown the permanence of conservative evaluation practices, restricted to counting the mistakes and the success rate produced by the students. This fact shows that professors have a new speech, but not consistent with the evaluative practices developed in the classroom. / O presente estudo teve como objeto a avaliação da aprendizagem no ensino superior, no contexto do Curso de Pedagogia da Universidade Estadual do Sudoeste da UESB Campus de Jequié. Procurou-se analisar as práticas avaliativas desenvolvidas pelo professor do ensino superior, a partir das relações estabelecidas com o currículo. Para tanto, o referencial teórico que serve de fundamento para esta dissertação está pautado nos estudos de Stufflebeam e Shinkifield, Popham, Luckesi, Hoffmann, Vianna, Mendes e outros. Os sujeitos da pesquisa foram os professores e alunos do referido curso. Os dados foram coletados através de entrevistas realizadas com os professores, questionários aplicados aos alunos e documentos sobre avaliação da aprendizagem do MEC, da Universidade e do Curso de Pedagogia. A análise dos dados revelou que o professor possui uma concepção de avaliação da aprendizagem formativa, que está a serviço da aprendizagem do aluno. No entanto, os dados apontaram que as práticas avaliativas desenvolvidas são centradas em instrumentos como prova, seminários e trabalhos em grupo e privilegiam o trabalho em grupo como metodologia de avaliação, em detrimento aos processos individuais. São resumidas a uma perspectiva de avaliação classificatória, distantes da concepção apresentada pelo professor. Constatou-se que o aluno tem uma visão crítica desse processo avaliativo e entende que é avaliado somente para cumprir rituais, receber notas e, por conseguinte, ser aprovado ou reprovado. Deste modo, percebe que essa avaliação se distancia dos elementos do currículo do curso. Foram constatadas, através da análise dos dados, divergências entre os alunos e professores com relação à caracterização das práticas avaliativas realizadas. Apesar do avanço conceitual da avaliação escolar, nos últimos anos, a pesquisa demonstrou a permanência de práticas avaliativas conservadoras, restritas a contabilização dos erros e acertos produzidos pelos alunos. Este fato revela que os professores possuem um discurso renovado, todavia não condizente com as práticas avaliativas desenvolvidas em sala de aula.