Made available in DSpace on 2016-07-18T17:54:08Z (GMT). No. of bitstreams: 1 2010_DISSERTACAO_MARIA IGNEZ1.pdf: 250922 bytes, checksum: b2ee9bb8773ca06224616fa76ed35377 (MD5) Previous issue date: 2006-11-22 / The present essay focuses the learning evaluation process as it is seen by teachers and students of a public school from the state of São Paulo, Piraju city. The choice for a qualitative case study has made possible the analysis of the answers to the questionnaires solved by teachers and students. Interviews made with the school headmaster have made possible the characterizing of the surveyed subjects profiles. Results have shown that both students and teachers conceptions lead to the representation of the evaluation as a way of checking the program content associated to the measure of the learning and present classyfing evaluation characteristics, privileging the quantifying of students learning. They also show the tendency the teachers have to using in their speech, nomenclatures that come close to progressist concepts concerning evaluation. However, students answers confirm the practice of reproducing the content that has been taught. The data leads to a portrait of the evaluation concept in a public school that may work as a reference to the study of similar realities. It is emphasizes that is necessary and important the accomplishement of a permanent critical study in order to consolidate basic concepts regarding the evaluation of school learning and a critical reflexion of students, parents, teachers, employers and directors concerning pedagogic issues that surround the construction of knowledge. / O presente trabalho tem como foco o processo de avaliação da aprendizagem tal como é percebido por alunos e professores de uma escola pública do Estado de São Paulo. A opção pelo estudo de caso qualitativo possibilitou analisar as respostas dos questionários aplicados a professores e alunos. As entrevistas realizadas com os gestores da escola possibilitaram a caracterização dos perfis dos sujeitos pesquisados. Os resultados demonstram que as concepções dos professores e alunos convergem para a representação da avaliação como verificação do conteúdo programático associado à mensuração da aprendizagem e apresentam características de avaliação classificatória, privilegiando a quantificação da aprendizagem do aluno. Demonstram também a tendência dos professores de utilizarem, em seus discursos, nomenclaturas que se aproximam de conceitos progressistas a respeito da avaliação, porém as respostas dos alunos confirmam uma prática reprodutiva dos conteúdos ensinados. Os dados remetem a um retrato da concepção da avaliação da aprendizagem em uma escola pública que pode servir de ponto de referência para estudo de outras realidades próximas. Enfatiza-se a necessidade e importância de um trabalho crítico permanente a fim de consolidar conceitos básicos a respeito da avaliação da aprendizagem escolar e de uma reflexão crítica de alunos, pais, professores, funcionários e gestores a respeito de questões pedagógicas que envolvam a construção do conhecimento.

Over the past 20 years there has been a dramatic increase in the number of adults enrolling in institutions of higher education across America. Adult students presently constitute nearly one-half of all undergraduate enrollment. This influx of adults has generated interest in nontraditional programs, including external degree programs, degree completion programs, and prior learning assessment programs. The purpose of this study was to determine if an association existed between membership in the Council for Adult and Experiential Learning (CAEL) and quality in prior learning assessment services as provided by senior level institutions in the Southern Association of Colleges and Schools accrediting region. CAEL has been a pioneer in developing adult degree programs and commissioned Urban Whitaker in 1989 to define the standards for quality in such programs. A survey instrument utilizing these standards, principles, and procedures as the criteria for quality prior learning assessment services was mailed to a random sample of CAEL member and non-member institutions in the Southern Association accrediting region. Member and non-member responses were compared utilizing the Chi-square statistical analysis to determine any differences.

Cette recherche exploratoire vise à comprendre les pratiques évaluatives des enseignants du secondaire d’Abidjan (Côte d’Ivoire). Puisque les évaluations doivent être au service de l’apprentissage, elle se penche sur l’équité des pratiques évaluatives des enseignants à partir de la conception qu’ils ont du concept d’équité. À partir d’un corpus de 58 pages de récits constitués de huit entretiens individuels, nous avons réalisé une analyse thématique qui nous a permis de dégager le portrait des pratiques à la lumière de l’équité. L’analyse des données a été réalisée selon les concepts de l’équité de confort pédagogique et de l’équité pédagogique de De Ketele et Sall (1997). Malgré la satisfaction que suggère une minorité d’enseignants, l’analyse des données de la majorité laisse entrevoir des insuffisances en ce qui a trait au caractère équitable de leurs pratiques évaluatives dans ces écoles secondaires publiques. Ce portrait insatisfaisant ainsi dégagé à la lumière de l’équité pédagogique et de la réduction des écarts entre les apprenants forts et faibles nous amène à faire des recommandations pour rendre plus équitables ces pratiques. Au nombre des recommandations figure d’abord la maîtrise du concept d’équité qu’il faudra nuancer avec l’égalité pour la faire répercuter effectivement dans ces pratiques. Ensuite, il faudra s’orienter vers la différenciation des pratiques évaluatives pour encadrer chacun des apprenants selon leurs besoins réels pour permettre une véritable justice sociale qui garantira l’équité. Cette différentiation passe par la variation et la pertinence des outils et des activités d’évaluation, mais aussi par l’installation des plans d’intervention pour les apprenants avec des difficultés d’apprentissage et autres ; ces plans leur permettront de bénéficier de mesures d’adaptation ou même de modifications pour les aider. / This exploratory research aims to understand assessment practices of language teachers in public secondary schools in Abidjan (Côte d’Ivoire). Working on the basis that school assessment must support learning, the study examines the equity of these teachers’ assessment practices from their point of view of the concept of Equity. We worked with a corpus of 58 pages of narratives formed out of eight individual interviews. We did a thematic analysis that helped us construct a portray of assessment practices from the point of view of Equity. The analysis of teachers’ pratices through their narratives was done according to De Ketele and Salla’s (1997) indicators of Equity of Pedagogic Comfort and Pedagogic Equity. Despite the satisfaction suggested by a few teachers, most of them have suggested lacks regarding the equity of assessment practices in these public secondary schools of Abidjan. The resulting negative picture in terms of pedagogic equity and reduction in gaps between the strong and the weak learners, lead us to make recommendations that could make these practices more equitable. Among the recommendations, we first focus on the importance of mastering the concept of Equity which will have to be distinguished from Equality in order to effectively impact the assessment practices. Next, the differentiation in assessment practices will be needed to cater each learner needs according to what he really needs; doing so will help tend towards Equity through Social Justice. This differentiation requires the variation and relevance of assessment tools and activities. Furthermore, the implementation of Intervention Plans for learners with learning disabilities or other disabilities could help them benefit from adaptation or modification measures.

No description available.

D.Ed. / This study focuses on the problem of the lack of a culture of learning in schools of the former Department of Education and Training (DET). It is common knowledge that the culture of learning in many schools leaves much to be desired. The schools are characterised by early school dropout, an anti academic attitude, low morale among pupils and teachers, loss of time on a large scale and poor results. The purpose of this study is to analyse, describe and classify the nature of the culture of learning in schools of the former DET in parts of Gauteng, Mpumalanga and the Free State. This purpose was realised by undertaking a theoretical investigation in the first place and secondly an empirical investigation into various aspects of the culture of learning. In the theoretical investigation, which served as basis for the empirical investigation, an attempt was made to obtain clarity about the meaning of the concept 'a culture of learning'. A concept analysis indicated that 'a culture of learning' points to the disposition towards learning and the atmosphere of diligence_ or industry that develops in a school as a result of a combination of the personal characteristics of pupils, certain elements in the family, elements in the school and elements in the community. The empirical investigation consisted of visits to fourteen schools in parts of Gauteng, Mpumalanga and the Free State. Qualitative and quantitative methods were combined during the empirical investigation. During the quantitative investigation objective observation techniques were used, namely two questionnaires - one for teachers and one for pupils. During the qualitative investigation participating data collection techniques were used, namely semi-structured interviews with pupils, teachers, principals and DET officials. By combining these two procedures a clearer overall representation could be obtained of the nature of the culture of learning in schools and the validity of the eventual conclusions could be promoted by the process of triangulation. A few deductions concerning the personal characteristics of pupils, elements of the family and elements of the school are hereby presented: Prominent features of pupils that are a result of the qualitative and quantitative data and that have an inhibiting influence on the culture of learning, include: irregular school attendance and a lack of punctuality ; an inadequate language code and a limited capacity of expression ; inadequate study methods ; an inferior knowledge base or frame of reference ; the absence of a work ethic ; the presence of a passive or unconcerned attitude towards learning a lack of motivation and discipline. The investigation proved that the family structure forms the foundation on which the culture of learning at school must build. As a result of various. problems the families of a large number of pupils are not able to support the pupil in preparing for the demands of the school. These problems include: the disintegration of families ; the lack of involvement of parents ; illiteracy of parents ; inadequate facilities in the home. 3 • Prominent features of schools with a negative influence on the culture of learning that continue the vicious cycle of poor performance and failure, include: disorder and lack of discipline the ineffective functioning of the principal ; an inadequate culture of teaching/instruction ; wasting of time on a large scale ; over occupation and inadequate facilities. Many of the problems that have a negative influence on the culture of learning in schools of the former DET, are deeply embedded in the South African community. It must therefore, be accepted that the solution to the problem regarding the culture of learning in South Africa will require time, intensive attention and a change of attitude in all parties concerned, in order to be solved.

This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development. / The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level. / by Debbie Beaudry. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

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

Made available in DSpace on 2017-07-21T20:32:03Z (GMT). No. of bitstreams: 1 JUSTINO, Ana Inez Mottim.pdf: 1472810 bytes, checksum: 0d872adfb239a8bfafa727122e7967c6 (MD5) Previous issue date: 2013-10-28 / This study presents an analysis of learning evaluation conceptions of teachers of Arts who graduated at the Visual Arts teaching course at the Universidade Estadual de Ponta Grossa – UEPG. The objective of this research was to analyze the learning evaluation conceptions which permeate the teaching practices of Arts teachers who work with the 8th and 9th years of elementary school, in public schools in the city of Ponta Grossa-PR. Specific objectives were: a) to identify the Arts teachers’ conceptions of learning evaluation; b) to verify whether objectives, criteria and evaluation tools used by the teachers in the evaluation practices are in agreement with their evaluation conceptions. The study was carried out based on a qualitative approach, study case, and the methodological procedures employed for data collection were: questionnaire, observation and interview. Data collected through questionnaires was organized and analyzed under the light of the Discourse of the Collective Subject – DCS, developed by Lefèvre and Lefèvre (2005), and generated DCS about conceptions and evaluation practices of the teachers who took part in the study. Classroom observations and interviews with the Arts teachers were transcribed and categorized according to the concepts of the theoretical background adopted. The historical and philosophical bases of Arts and educational evaluation were approached through the following authors: Osborne (1968), Langer (1971), Aranha and Martins (2005, 2009), Dias Sobrinho (2004) and Rodrigues (1995); on the concepts of field and habitus, Bourdieu (1998, 2007) were surveyed, as well as authors who discuss education and learning evaluation such as Saviani (1991, 2002, 2008), Mizukami (1986), Luckesi (2005, 2011), Libâneo (2005), Barbosa (1998 a 2011), Fusari and Ferraz (1999, 2001) and Hernández (2000), amongst others. Results of the study indicated that: a) Visual arts teachers are aware that Arts learning evaluation which is carried out in formative way is more suitable; b) the conception of learning evaluation present in teachers’ pedagogical practices in the schools under study revealed the existence of two evaluation postures. The first one showed that the learning evaluation is understood as a control, comparison and measurement mechanism, that is, it is a traditional, rationalist conception. The Arts teacher uses the learning evaluation as a discipline and power mechanism and the focus of evaluation is on disciplining students’ behavior rather than taking notice of the knowledge built by the student. The second posture showed that the learning evaluation is based on the formative perspective and the Arts teachers use the evaluation integrated to teaching and learning activities; c) it was also seen in the observations that the objectives, tools and evaluation criteria, when defined, are in agreement with the teacher and school evaluation conceptions; and, finally, it was observed that Arts in elementary school is still considered an accessory subject in the school curriculum rather than an area of knowledge, by most people in schools. / Este trabalho apresenta uma análise das concepções de avaliação da aprendizagem em Arte de docentes egressos do Curso de Licenciatura em Artes Visuais da Universidade Estadual de Ponta Grossa – UEPG. O objetivo da pesquisa foi analisar as concepções de avaliação da aprendizagem que permeiam as práticas pedagógicas de professores da disciplina de Arte, atuantes no 8º e 9º ano do Ensino Fundamental, em escolas públicas do município de Ponta Grossa/PR. Os objetivos específicos foram: a) identificar as concepções de avaliação da aprendizagem dos professores de Arte; b) verificar se os objetivos, critérios e instrumentos de avaliação utilizados pelos professores nas práticas avaliativas estão em consonância com suas concepções de avaliação. A pesquisa foi realizada numa abordagem qualitativa, do tipo estudo de caso, e os procedimentos metodológicos utilizados na coleta de dados foram; o questionário, a observação e a entrevista. Os dados coletados por meio de questionários foram organizados e analisados a luz do Discurso do Sujeito Coletivo – DSC, desenvolvido por Lefèvre e Lefèvre (2005), e geraram os DSC sobre as concepções e práticas de avaliação dos professores pesquisados. As observações das aulas de Arte e as entrevistas com os professores de Arte foram transcritas e categorizadas conforme os conceitos do referencial teórico adotado. Utilizou-se como fundamentação teórica sobre os pressupostos históricos e filosóficos da arte e da avaliação educacional os autores: Osborne (1968), Langer (1971), Aranha e Martins (2005, 2009), Dias Sobrinho (2004) e Rodrigues (1995); sobre os conceitos de campo e habitus Bourdieu (1998, 2007) bem como de autores que discutem as concepções de educação e avaliação da aprendizagem como Saviani (1991, 2002, 2008), Mizukami (1986), Luckesi (2005, 2011), Libâneo (2005), Barbosa (1998 a 2011), Fusari e Ferraz (1999, 2001) e Hernández (2000), entre outros. Os resultados da pesquisa indicam que: a) os professores de Artes Visuais tem conhecimento e clareza de que a avaliação da aprendizagem na disciplina de Arte realizada numa perspectiva formativa é a mais adequada; b) a concepção de avaliação de aprendizagem presente nas práticas pedagógicas dos professores das escolas pesquisadas revelou a existência de duas posturas avaliativas. A primeira postura observada revelou que a avaliação da aprendizagem é entendida como mecanismo de controle, de comparação e referida à medida, ou seja, é uma concepção de avaliação tradicional, racionalista. O professor de Arte utiliza a avaliação de aprendizagem como mecanismo disciplinador e de poder, ou seja, o foco da avaliação não é o conhecimento construído pelo aluno, mas muito mais o disciplinamento de seu comportamento. Na segunda postura, a avaliação da aprendizagem assenta-se na perspectiva formativa e o professor de Arte a realiza considerando a avaliação, de fato, integrada às atividades de ensino e aprendizagem; c) verificou-se nas observações, que os objetivos, instrumentos e critérios avaliativos, quando definidos, estão em consonância com a concepção de avaliação do professor e da escola; e, por fim, constatou-se que a disciplina de Arte no Ensino Fundamental ainda é considerada coadjuvante no currículo escolar pela maioria dos sujeitos das escolas, e não como um campo de conhecimento.

Made available in DSpace on 2017-07-21T20:32:04Z (GMT). No. of bitstreams: 1 Priscila Kabbaz Alves da Costa.pdf: 3528333 bytes, checksum: dcfd880a8a16525a38d82354ac6cf9f9 (MD5) Previous issue date: 2013-09-20 / This study presents an analysis of the learning evaluation process developed in the Distance Teaching Mathematics curse, offered by the Ponta Grossa State University (UEPG), in partnership with the Brazil Open University (UAB). The qualitative nature of this multiple case study, aimed to analyze the learning evaluation process developed in subjects taught in the course and was developed from the following problem: how does the learning evaluation developed at the Distance Mathematics teaching Course – EaD can contribute to the initial instruction of teachers? The characterization of the historical background of EaD in the world and in the Brazilian context, the constitution of such model of distance teaching in UEPG and the partnership UEPG/MEC/UAB to offer graduation courses, mainly Mathematics teaching were discussed in the first chapter. The theoretical background of this study regarding educational, learning and distance learning evaluation was built on the contributions of Hadji (2001), Fernandes (2009), Brandalise (2010), Dias Sobrinho (2003), Cappelleti (2010), Kenski (2010), Valadares (2011), Sousa (1991), Silva (2010), Silva (2011), Behar and Notare (2009), Álvarez Méndez (2002) and Luckesi (2011), Okada( 2003,2006) amongst others. The methodological approach was based on Flick (2007), André (2005), Oliveira (2007) and Lüdke (1998). In order to study multiple cases, the procedure chosen was the analysis of documents as follows: The Course Pedagogical project (CPP), printed teaching material, the learning virtual environment (LVE) of the subjects selected: Instrumentation to the teaching of Mathematics II, Geometry II, Fundaments of Mathematics II and Introduction to Integral Differential calculus, together with evaluation activities, forums, tasks, questionnaires, course book and tests. The research results revealed that although the EaD teaching model has particularities in the evaluation process, the epistemological and methodological fundaments of learning evaluation are relevant for both the attendance and the distance teaching. The learning evaluation analyses showed that the implementation of a diagnostic, formative and student centered process evaluation, as proposed by the course CPP is still incipient and a great challenge for all individuals involved in the evaluation process - teachers, tutors and students – once the author/instructor teacher‟s conception of teaching and learning is usually what defines the students‟ instruction trajectory, together with the LVE organization in order to enable the construction of the mathematics knowledge by the student, and the choice of evaluation instruments. As the summative perspective with a rationalist and traditional base of learning evaluation still prevails, towards the results obtained by the students rather than the learning process, the number of drop outs and failure are significant. The weaknesses of learning evaluation processes, however, should be discussed and improved by their practitioners considering that there is a relevant social value in the offer of distance learning courses which represents the possibility of qualifying professionals to work with mathematics teaching in places where there are no higher education institutions. / Este trabalho apresenta uma análise do processo de avaliação da aprendizagem desenvolvido no curso de graduação de Licenciatura em Matemática a distância, ofertado pela Universidade Estadual de Ponta Grossa (UEPG), em parceria com a Universidade Aberta do Brasil (UAB). A pesquisa de natureza qualitativa, do tipo estudo de casos múltiplos, objetivou analisar o processo de avaliação da aprendizagem desenvolvido em disciplinas do curso e foi desenvolvida a partir do seguinte problema: como o processo de avaliação da aprendizagem desenvolvido na Licenciatura em Matemática - EaD pode contribuir na formação inicial dos professores? A caracterização da trajetória histórica da EaD no mundo e no contexto brasileiro, a constituição da modalidade de ensino a distância na UEPG e a parceria UEPG/MEC/UAB para oferta de cursos de graduação, em particular a Licenciatura em Matemática foi contemplada nas discussões do primeiro capítulo. A fundamentação teórica do trabalho em avaliação educacional, da aprendizagem e da aprendizagem na EaD foi construída a partir das contribuições de Hadji (2001), Fernandes (2009), Brandalise (2010), Dias Sobrinho (2003), Cappelleti (2010), Kenski (2010), Valadares (2011), Sousa (1991), Silva (2010), Silva (2011), Behar e Notare (2009), Álvarez Méndez (2002) e Luckesi (2011), Okada (2003, 2006) entre outros. O percurso metodológico foi traçado com fundamento em Flick (2007), André (2005), Oliveira (2007) e Lüdke (1998). Para o estudo dos casos múltiplos o procedimento escolhido foi a análise de documentos, entre eles: o Projeto Pedagógico do Curso (PPC), os materiais didáticos impressos, o Ambiente Virtual de Aprendizagem (AVA) das disciplinas selecionadas: Instrumentação para o Ensino de Matemática II, Geometria II, Fundamentos da Matemática III, Introdução ao Cálculo Diferencial e Integral, com as atividades avaliativas, fóruns, tarefas, questionários, livro texto, provas, nele contidos. Os resultados da pesquisa revelaram que embora a modalidade de ensino EaD tenha suas especificidades nos processos avaliativos os fundamentos epistemológicos e metodológicos da avaliação da aprendizagem são pertinentes tanto para o ensino presencial como para o a distância. As análises da avaliação da aprendizagem evidenciaram que a efetivação de uma avaliação diagnóstica, formativa e processual centrada no aluno, como explicitado no PPC do curso, é ainda insipiente e um grande desafio para todos os sujeitos envolvidos no processo avaliativo - professores, tutores e alunos - porque a concepção de ensino e aprendizagem do professor autor/formador geralmente é que define o percurso formativo dos alunos no curso, a organização do AVA a fim de propiciar construção do conhecimento matemático pelo aluno, e a escolha que faz dos instrumentos avaliativos. Como ainda prevalece a avaliação da aprendizagem numa perspectiva somativa, de base racionalista e tradicional, mais voltada aos resultados obtidos pelos alunos que ao processo de aprendizagem são expressivos os índices de evasão, desistência e reprovação dos alunos. As fragilidades nos processos de avaliação da aprendizagem, no entanto, são passíveis de discussão e aprimoramento pelos seus atores considerando que há um valor social relevante na oferta da Licenciatura a distância que é a possibilidade de formar profissionais qualificados para atuarem com o ensino de Matemática, em locais desprovidos de instituições de ensino superior.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-03T15:11:00Z No. of bitstreams: 1 Marcos Antonio Oliveira da Cruz_.pdf: 640790 bytes, checksum: 623f1ee13db13c32e2c666c7a4983799 (MD5) / Made available in DSpace on 2018-04-03T15:11:00Z (GMT). No. of bitstreams: 1 Marcos Antonio Oliveira da Cruz_.pdf: 640790 bytes, checksum: 623f1ee13db13c32e2c666c7a4983799 (MD5) Previous issue date: 2017-08-23 / Nenhuma / O objetivo geral desse estudo foi descrever características da disciplina de perícia ministrada em cursos de Ciências Contábeis de Instituições de Ensino Superior da Região Norte do Brasil.A população do estudo é formada por 99 (noventa e nove) cursos e a amostra é composta por 45 (quarenta e cinco) cursos. Trata-se de uma pesquisa aplicada quanto à sua natureza, com abordagem predominantemente qualitativa, descritiva quanto ao seu objetivo e documental no que tange ao procedimento técnico. Foram examinadas características como: denominações da disciplina; conteúdos programáticos; metodologias de ensino (estratégias didáticas); metodologias de avaliação do aprendizado; carga horária e semestre de oferta da disciplina. Constatou-se que a disciplina de perícia é ministrada em todos os cursos das IES da amostra, predominando conteúdos relacionados com perícia contábil e arbitragem; há uma prevalência do uso de aulas expositivas, trabalhos em grupo e/ou individual e seminários como estratégias didáticas; o mesmo ocorrendo com o uso de provas descritivas e/ou objetivas, assiduidade e trabalhos individuais e/ou em grupos para a avaliação da aprendizagem dos alunos; a carga horária destinada para o ensino da disciplina varia entre 51 e 80 h-a; e em geral é ministrada no 7º ou 8º semestre, ou seja, entre o penúltimo e último semestres do curso. / The general objective of this study was to describe the characteristics of Forensic Accounting discipline taught in a sample of 45 (forty five) HEI Accounting Courses in the North Region in Brazil. It is an applied research in nature, mainly qualitative approached research, descriptive in its objective and documental concerning the technical procedure. Some characteristics were examined, as follows: discipline denominations, programs contents, teaching methodologies (didactic strategies), learning evaluation methodologies, academic load and discipline’s offering semester. It was known that the Forensic Accounting discipline is taught in all the HEI’s courses in the sample, being predominant contents covering forensic accounting and arbitration; there is a prevalence in the use of expositive classes, group and/or individual works and seminars as didactic strategies, occurring the same with descriptive and/or objective evaluations, attendance and group and/or individual work to the students’ learning evaluation; the academic load dedicated to the discipline’s teaching varies from 51 to 80 hours of class and it is generally taught in the seventh or eighth semesters, i.e., between the course’s second-to-last and the last semester.