Samhället idag har på senare tid fått en förändrad syn på kunskap och i förlängningen vilka sorts kunskaper dess medborgare ska besitta. Idag efterfrågas medborgare besitta mer än bara kunskaper, samhället efterfrågar utbildning för att dess medborgare ska kunna agera i den snabba takt samhället utvecklas i. Detta har gjort att skolutbildningens roll har blivit större än att bara förmedla reproduktiva kunskaper till sina elever, den ska hjälpa eleverna utveckla färdigheter, verktyg samt producera ny kunskap som ska hjälpa dem i sitt fortsatta liv som samhällsmedborgare. Ett sätt för skolan att möta dessa krav är tillämpningen av formativ bedömning, där elevers lärandeprocess hamnar i fokus genom att utveckla verktyg och färdigheter snarare än bara faktabaserade kunskaper. Målsättningen med den här undersökningen är att bidra till förståelse för hur ämneslärarstudenter i samhällskunskap ser på formativ bedömning i förhållande till deras framtida läraruppdrag samt om de känner att de utvecklat färdigheter för att kunna bedriva formativ bedömning. Genom djupintervjuer i par samtalar sex respondenter om sina uppfattningar, upplevelser och färdigheter inför ovan nämnt syfte. Resultatet visar att respondenterna saknar en fullständig uppfattning om vad formativ bedömning innebär och hur det ska bedrivas, men att de ställer sig positiva till att tillämpa en sådan undervisningsmodell utifrån att sätta tydliga mål och ge återkoppling. Respondenterna vill använda sig av återkoppling som bedrivs som en kontinuerlig process genom läsåret som stödjer eleverna före, under och efter varje moment. Slutligen visar resultatet att respondenterna också ser sig ha utvecklat färdigheter för att bedriva formativ bedömning, men att det också finns en nervositet inför att genomföra den formativa samt summativa bedömningen. Detta då de känner att de inte fått möjligheten att öva på detta i tillräckligt stor utsträckning. / Society today has recently had a change of view on knowledge and, in extension, what kind of knowledge its citizens should possess. Today, citizens are asked to possess more than just knowledge, society is now asking for education to enable its citizens to cope with the rapid pace which society’s evolving in. This means that the role of the school education has become greater than simply conveying reproductive skills to their students, it is asked to help students develop skills, tools and produce new knowledge to help them in their continued lives as members of the society. One way for the school to meet these requirements is the application of formative assessment, where pupils learning process end up in focus by developing tools and skills rather than just factual knowledge. The aim of this study is to contribute to an understanding of how teacher students in civics view formative assessment in relation to their future task as teachers and whether they feel that they have developed skills in order to be able to conduct Formative assessment. Through in-depth interviews in pairs, six respondents discuss their beliefs, experiences and skills in the light of the above-mentioned purpose. The results show that respondents lack a complete understanding of what the formative assessment means and how it should be conducted, but that they are in favour of applying such a teaching model based on setting clear objectives and providing feedback. The respondents want to use feedback that is conducted as a continuous process through the school year that supports students before, during and after each moment. Finally, the result shows that respondents also see themselves having developed skills to conduct formative assessment, but that there is also a nervousness in the conduct of the formative and summative assessment. This is because they feel that they have not been given the opportunity to practice this to a sufficiently large extent.

Submitted by Diego dos Santos Borba (dborba@uffs.edu.br) on 2017-04-13T19:55:56Z No. of bitstreams: 1 KOHLER.pdf: 1091434 bytes, checksum: e63c706b96532cd6877f43260b4f9c05 (MD5) / Made available in DSpace on 2017-04-13T19:55:56Z (GMT). No. of bitstreams: 1 KOHLER.pdf: 1091434 bytes, checksum: e63c706b96532cd6877f43260b4f9c05 (MD5) Previous issue date: 2014-06-23 / O presente estudo tem como objeto o discurso do ?novo?, no documento ?Novas perspectivas para o cotidiano escolar? (2011), destinado ao Ensino M?dio em Tempo Integral do Estado de Santa Catarina. Esta pesquisa busca compreender discursividades sobre o sujeito-aluno que o documento produz. Sendo assim, formulamos a hip?tese de que o documento, ao apresentar o discurso de uma ?nova? Proposta Curricular, produz o imagin?rio do sujeito-aluno logoc?ntrico, centrado, que busca a perfei??o e a completude, de acordo com a vontade de verdade do contexto hist?rico. Entendemos ainda que, ao propor uma forma de educa??o diferenciada, o documento apresenta o discurso do ?novo? como dispositivo de produ??o de sujeito-aluno para atuar nesse espa?o. Diante dessa hip?tese, os seguintes questionamentos foram retomados ao longo de nosso gesto interpretativo: I) que sujeito-aluno ? esse que se constitui por meio da discursividade do ?novo? no documento da Escola em Tempo Integral? e II) que sujeito-aluno ? esse que a Escola em Tempo Integral almeja e pretende forma(ta)r? Filiamo-nos ? teoria discursiva formulada por Foucault (1969 [2013], 1970[2010], 1979 [2011], 1975 [1996]). Uma das grandes contribui??es deste autor se refere ? ordem do discurso e sua arqueologia, trata-se de identificar como os discursos, os pequenos acontecimentos, as pequenas rupturas, possibilitam a emerg?ncia de dizeres camuflados por uma s?rie de apar?ncias superficiais. Filiados a essa teoria pretendemos: (I) analisar regularidades e dispers?es nos enunciados do documento, a respeito da constitui??o do sujeito-aluno na Escola em Tempo Integral, por meio do discurso do ?novo?; (II) refletir como o documento ?Novas perspectivas para o cotidiano escolar? (2011) apresenta o ?novo? como dispositivo para produzir um sujeito-aluno moldado em determinados padr?es e modelos; e (III) refletir sobre imagens que o documento produz em rela??o ao sujeito-aluno inserido na Escola em Tempo Integral. Dessa forma, a partir das an?lises, foi poss?vel perceber que tra?os constituintes do documento contribuem para o estabelecimento de um regime de verdade, de tudo que ? novo ? para melhorar, mesmo que essa representa??o do novo j? tenha sido vista em outros momentos, no ensino de tempo regular. O regime de verdade ? assegurado no discurso pol?tico educacional, atribuindo o valor de verdade por meio do status cient?fico do saber institucionalizado, que n?o ? advindo do Estado, mas ? mantido por ele (FOUCAULT, 2011). Entendemos que, na ilus?o de formar o sujeito-aluno integral e completo, o discurso do ?novo? camufla e demarca uma fronteira entre o que j? estava posto e a proposta da escola em tempo integral. Dessa forma, a partir das an?lises, pudemos vislumbrar que o discurso do novo, enquanto elemento que constitui o texto, cria regras, estabelece-se como estrat?gia e produz sujeitos. / This study has as object the discourse of the ?new?, on ?Novas Perspectivas para o cotidiano escolar? (2011), document for the high school in full time of Santa Catarina State. This research seeks to understand discourses about the subject-student produced by the document. Therefore, we have as hypothesis that the document when presents a new discourse on a curricular proposal, produces one imaginary about the subject-student, such as logocentric, centered, seeking perfection and completeness, according to the real historical context. We also believe that, by proposing a form of differentiated education, the document presents the discourse of the "new" as a device to produce a subject-student to work in this space. Given this hypothesis, the following questions will be taken up along our interpretive gesture, I) who is this subject-student that is through by the discourse of the "new" on the School Full-Time document? II) Who is this subject-student that the Full-Time School aims and intends to form and format? We join the discursive theory formulated by Foucault (1969 [2013], 1970 [2010], 1979 [2011], 1975 [1996]). A major contribution of this author refers to the order of discourse and archeology than identifying, as the speeches, small events, and small breaks, permit the emergence of saying camouflaged by a series of surface appearances. Affiliated to this theory we intend to: (i) analyzing regularities and dispersions about the constitution of the subjectstudent on the in school full time document, through the discourse of the "new"; (ii) reflect how the document "Novas perspectivas para o cotidiano escolar" (2011) introduced the "new" as a device for producing a subject-student molded into certain patterns and models; and (iii) reflect about the images, produced by the document in relation to the subject-student in the school full time. Thus, based on the analyzes, was observed that the document trace constituents contribute to the establishment of a regime of truth, of all that is new is to improve, even this representation of the new has already been seen at other moments on regular time. The regime of truth is ensured in educational policy discourse, which assigns truth value through the scientific status of institutionalized knowledge, which is not coming from the state, but is kept by him (Foucault, 2011). We understand that the illusion of full and complete form the subject-student, the discourse of the "new" camouflages and demarcates a boundary between what went down and proposed school full time. Thus, based on the analyzes, we could see that the discourse of the new, as a constitutive element of the text, create rules, establish as strategy and produces subjects.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-21T14:00:33Z No. of bitstreams: 1 arquivo total.pdf: 1714977 bytes, checksum: 20f773aa758181be0288ef0038b9884d (MD5) / Made available in DSpace on 2016-07-21T14:00:33Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1714977 bytes, checksum: 20f773aa758181be0288ef0038b9884d (MD5) Previous issue date: 2015-07-31 / This work applies to the theme of teaching training in Language Teaching, more specifically it approaches the (inter)discourses about the teacher training of Portuguese Language in the BA Language Teaching (Portuguese) course, in the Federal University of Sergipe (UFS). Our main matter was to investigate which (inter)discourses the subjects-students concluding the BA in Language Teaching (Portuguese) at UFS dominate about the conceptions of the Portuguese language, speech, grammar and teaching by the end of their course. We assume the hypothesis that the subject-student concluding the BA in Language Teaching (Portuguese) has the unsystematic domain on the notions of key-concepts related to the Portuguese Language teaching. To achieve this purpose, we have constituted our analysis corpus of the following documents: the Pedagogical Project text (PP) of the BA in Language Teaching (Portuguese) at UFS; some disciplines syllabus consisting the course curricular structure; and texts of answers to questionnaires applied to the concluding students about the conceptions of the Portuguese language, speech, grammar and teaching. To proceed to the analyses, we have adopted the theoretical inputs of the French Analysis of Discourse (AD) (Foucault, Pêcheux, Orlandi, Possenti, Maingueneau). It is, at last, a qualitative research of theoretical-analytical character, with documental analysis and also the analysis of interviews held through the application of questionnaires to concluding students of the 2011.1/2 term. Our analysis found that the PP-UFS follows a guidance already preset by official documents and tries to follow an update line with the new theoretical tendencies of language sciences. Regarding conclusive subject students, we find that, in most cases, they hold no systematic field of conceptions of language, speech, grammar, teaching of Portuguese; "innovative theoretical proposals" of linguistics are revealed, in an unsystematic way in the speeches (as interdiscourses) that make up the discursive repertoire on the conceptions of the terms in question as a "tangle of linguistic theories" poorly understood; and also hold a Portuguese Language teaching concept that oscillates between the normative-grammatical speech of tradition and the speeches of "innovative linguistic theories." This attempt therefore to show in line with the discourse of "innovation", the speeches of the subjects students are affiliated to the theme of denial "partial" rules of grammar as Portuguese Language teaching object. / Ce travail aborde le sujet de la formation en Lettres, plus exactement, les discours des furturs enseignants de Langue Portugaise sur cette formation, pendant la Licence en Lettres Portugais, de l‟Université Fédérale de Sergipe (UFS). Ainsi, il est question de vérifier quels discours dominent les sujets-étudiants de cette licence sur les conceptions de langue, langage, grammaire e enseignement de Langue Portugaise, à la fin de cette formation supérieure. Notre hypothèse initiale est que ce sujet-étudiant a une maîtrise non systématique des notions de l‟enseignement de Langue Portugaise. Pour ce faire, nous avons constitué un corpus d‟analyse à partir des documents suivants: le texte du Projet Pédagogique (PP) de la Licence en Lettres Portugais de l‟UFS; le programme de certaines disciplines prévues dans la structure du cursus; et les textes des réponses aux sondages faits auprès des étudiants sur les conceptions de langue, langage, grammaire et enseignement de Langue Portugaise. Pour procéder aux analyses, nous avons adopté les apports théoriques de l‟Analyse du Discours (AD) française, à partir des contributions apportées par Foucault, Pêcheux, Orlandi, Possenti, Maingueneau. Il s‟agit donc d‟une recherche qualitative de nature théorique-analytique, avec l‟analyse de documents et des sondages realisés auprès des étudiants finissant la formation au deuxième semestre de 2011.1/2. Notre analyse a révélé que le PP-UFS suit une orientation déjà présélectionnée par des documents officiels et essaie de suivre une ligne de mise à jour avec les nouvelles tendances théoriques des sciences du langage. En ce qui concerne les étudiants soumis concluants, nous constatons que, dans la plupart des cas, ils ne détiennent aucun champ systématique des concepts de langue, la langue, la grammaire, enseignement du portugais; "propositions théoriques innovantes» de la linguistique sont révélés, de façon non systématique dans les discours (comme interdiscours) qui composent le répertoire discursif sur les conceptions des termes en question comme un «enchevêtrement de théories linguistiques" mal compris; et également détenir un enseignement concept de langue portugaise qui oscille entre le discours normatif et grammatical de la tradition et les discours des "théories linguistiques innovantes." Cette tentative donc à montrer en ligne avec le discours de l'innovation, les discours des sujets étudiants sont affiliés au thème du refus des règles "partiel" de la grammaire en langue portugaise objet d'enseignement. / Este trabalho se inscreve na temática da formação docente em Letras, mais especificamente aborda a formação docente dos futuros professores de Língua Portuguesa no curso Letras-português Licenciatura, da Universidade Federal de Sergipe (UFS), e teve como principal objetivo analisar os (inter)discursos que norteiam a formação docente pretendida para os sujeitos-alunos do referido curso. Partimos da hipótese de que o sujeito-aluno concludente do curso de Letras-português Licenciatura tem um domínio assistemático acerca de conceitos-chave relacionados ao ensino de Língua Portuguesa. Para atingir o nosso objetivo, os dados de nosso corpus foram gerados a partir da análise de documentos (o texto das Diretrizes Curriculares para os Cursos de Letras; o Projeto Pedagógico do curso Letras-português Licenciatura da UFS e de outras IES; as ementas de algumas disciplinas constantes da estrutura curricular do curso) e dos textos das respostas de questionários aplicados aos sujeitos-alunos concludentes dos períodos 2011.1/2. Trata-se, enfim, de uma pesquisa qualitativa de caráter teórico-analítico e, para proceder às análises, adotamos os aportes teóricos da Análise do Discurso (AD) francesa, a partir de autores como Foucault, Pêcheux, Orlandi, Possenti, Maingueneau. Nossas análises constataram que o PP-UFS segue uma orientação já pré-definida pelos documentos oficiais e procura seguir uma linha de atualização com as novas tendências teóricas das ciências da linguagem. Em relação aos sujeitos-alunos concludentes, constatamos que, em sua maioria, eles não detêm um domínio sistemático das concepções de língua, linguagem, gramática, ensino de Língua Portuguesa; as “propostas teóricas inovadoras” da Linguística se revelam, de forma assistemática nos discursos (como interdiscursos) que compõem o repertório discursivo sobre as concepções dos termos em questão, como um “emaranhado de teorias linguísticas” pouco compreendidas; e, ainda, detêm uma concepção de ensino de Língua Portuguesa que oscila entre o discurso normativo-gramatical da tradição e os discursos das “teorias linguísticas inovadoras”. Nessa tentativa, portanto, de se mostrar em consonância com o discurso da “inovação”, os discursos dos sujeitos-alunos se filiam ao tema da negação “parcial” da gramática normativa como objeto de ensino de Língua Portuguesa.