Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-04T11:03:40Z No. of bitstreams: 1 Janaina Stabile Soares Lenzi.pdf: 2125551 bytes, checksum: ef69049777bb38d9a7444f863d3cf383 (MD5) / Made available in DSpace on 2017-10-04T11:03:40Z (GMT). No. of bitstreams: 1 Janaina Stabile Soares Lenzi.pdf: 2125551 bytes, checksum: ef69049777bb38d9a7444f863d3cf383 (MD5) Previous issue date: 2017-09-22 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present study consists of a field research of a qualitative nature, which seeks to investigate the senses and meanings produced by initial years’ teachers of the elementary education in the city of Londrina regarding the quality of education. Primary education presents significant drop-out rates, reproofing and age-grade distortion that can be considered as indicators of problems in education, and therefore, of the lack of quality in the Brazilian educational system. The initial years of elementary education set the ground stage of basic education, a stage that must be well consolidated so that children continue their studies in a safe and autonomous way. In view of this framework, this study has as a guiding research question: what are the senses and meanings attributed by teachers of the initial years, in Londrina’s municipal network, to the quality of education based on lived reality and experiences? From this it is sought to understand the meanings of teachers regarding quality, as well as the aspects that constitute the educational process’ subjectivity and the quality of education. In order to do that, it is used as methodological and theoretical foundation the sociohistorical psychology, a Vygotskian perspective that has its bases in dialectical-historical materialism. The conversational system of Fernando González Rey (2005) is employed as a research tool, and the analysis takes place through Aguiar and Ozella's nuclei of meaning (2013). In order to substantiate the quality thematic, the research makes a bibliographical survey about the condition of elementary education in Brazil, presenting elements and data that allow to analyze the question of educational quality in this stage of education. It also presents two perspectives on the quality of education: total quality and social quality. The conversational system (interview) was carried out with four teachers of the first years of elementary school, being two third-year regents and two fifth-year regents from schools with distinct educational and socioeconomic realities. One school belongs to a middle-class community and is among the highest IDEBs (Index of Basic Education Development) in the city, and the other belongs to a low-socioeconomic community and is among the lowest IDEBs in the city. According to the teachers’ meanings, it is concluded that total qualities’ principles have great influence on the senses and meanings of the teachers, as well as on the pedagogical work developed in the school. At times the teachers reveal meanings about the social quality of education, especially one of the third year teachers, however, the educational system’s demands articulated to neoliberal principles make it difficult for the school to develop the work according to this perspective. An education based on ethics and freedom that allows the critical appropriation of historically constructed content by all subjects, and thus the formation of conscious and active citizens who strive for a more righteous society for all, are the principles focused by the social quality of education / O presente estudo consite em uma pesquisa de campo de natureza qualitativa, que busca investigar os sentidos e significados produzidos por docentes dos anos iniciais do ensino fundamental do município de Londrina a respeito da qualidade da educação. O ensino fundamental apresenta taxas de abandono escolar, reprovação e distorção idade-série significativas que podem ser consideradas como indicadores de problemas na educação, e assim, da falta de qualidade no sistema educacional brasileiro. Os anos iniciais do ensino fundamental compõem a etapa base da educação básica, etapa que deve ser bem consolidada para que as crianças prossigam os estudos de maneira segura e autônoma. Diante deste quadro este estudo tem como pergunta norteadora para investigação: Quais os sentidos e significados atribuídos por professores dos anos iniciais, da rede municipal de Londrina, à qualidade da educação a partir da realidade vivenciada e de suas experiências? A partir disso busca-se compreender as significações dos professores em relação à qualidade, bem como os aspectos que constituem a subjetividade do processo educacional e da qualidade da educação. Para tanto, utiliza-se como fundamento teórico metodológico a Psicologia Sócio-Histórica, perspectiva Vigotskiana que tem suas bases no Materialismo-Histórico-Dialético. Emprega-se o sistema conversacional de Fernando González Rey (2005) como instrumento de pesquisa, e a análise ocorre por meio dos Núcleos de Significação de Aguiar e Ozella (2013). Para fundamentar a temática qualidade, a pesquisa faz um levantamento bibliográfico sobre a situação do ensino fundamental no Brasil, apresentando elementos e dados que permitem analisar a questão da qualidade educacional nesta etapa de ensino. Também apresenta duas perspectivas sobre o tema qualidade da educação: a qualidade total e a qualidade social. O sistema conversacional (entrevista) foi realizado com quatro professoras dos anos iniciais do ensino fundamental, sendo duas regentes de terceiros anos e duas regentes de quintos anos de escolas que possuem realidades educacionais e socioeconômicas distintas. Uma escola pertence a uma comunidade de classe média e está entre os IDEBs (índice de Desenvolvimento da Educação Básica) mais altos do município, a outra pertence a uma comunidade de baixo nível socioeconômico e está entre os IDEBs mais baixos do município. De acordo com as significações das professoras, conclui-se que os princípios da qualidade total possuem grande influência sobre os sentidos e significados das professoras, bem como sobre o trabalho pedagógico desenvolvido na escola. Em alguns momentos as professoras revelam significações sobre a qualidade social da educação, principalmente uma das professoras de terceiro ano, no entanto, as exigências do sistema educacional articuladas a princípios neoliberais dificultam que a escola desenvolva o trabalho de acordo com esta perspectiva. Uma educação baseada na ética e na liberdade que possibilite a apropriação crítica dos conteúdos historicamente construídos, por todos os sujeitos, e assim, a formação de cidadãos conscientes e ativos que lutem por uma sociedade mais justa para todos são os princípios voltados à qualidade social da educação

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

Sammanfattning I denna studie har FRAM-samarbetet stått i fokus. FRAM är ett interkommunalt skolutvecklingssamarbete som har pågått i några kommuner i en av storstadsregionerna . Syftet har varit att genom intervjuundersökningar belysa hur FRAM bidragit till kvalitetsförbättring och skolutveckling i de utvärderade skolorna. Utgångspunkten för denna studie har varit att undersöka i vilken grad två aktörer i ledningsnivå, nämligen förvaltningschefer och rektorer, har uppfattat FRAM’s bidrag och på vilket sätt de anser att den lett till kvalitetsförbättring. Studien är en kvalitativ forskningsstudie där förvaltningschefer och rektorer har blivit intervjuade med utgångspunkt från ett ramfaktorteoretiskt perspektiv. Där aktörerna och deras handlingsutrymme har beaktas i samband med de institutionella ramar och förutsättningar i vilka de befinner sig i. Ett dialektiskt samspel mellan individen och de institutionella normer och rutiner i vilken individernas handlingar formas av och i. Studien har en abduktiv ansats i betydelsen att den söker efter mönster och drag, i empirin, det vill säga de processer som pågått i samband med utvärderingarna, tillsyfte att med stöd av teorin för att öka förståelsen och kunskapen om FRAM-utvärderingens bidrag till kvalitetsförbättring i den enskilda skolan och den kommunala skolorganisationen. Studien lyfter upp blicken från de skolinterna aktörer (rektorer, lärare, elever) till de externa det vill säga den kommunala förvaltningens och de statlig institutionellas betydelse för hur det praktiska kvalitetsfrågorna formas och sker i skolan. För att förstå olika aktörers handlingar i det skolexterna, belystes två centrala begrepp, kvalitetsförbättring och utvärdering, vilket har präglat skolan i de senaste 20 åren. Vidare redovisades hur förändringar i styrningsmekanismer lett till dessa begrepps intrång i skolväsendet. Kvalitetsredovisningar och kvalitetskontroll av olika slag har så småningom omvandlats till härskande styrmekanism i skolan. Med kvalitetsstyrning följer andra kontroll mekanismer såsom uppföljning och utvärdering i skolans vokabulär. På så sätt har utvärdering omvandlas till en självklar melodi i skolan och övriga samhället för den delen. Men vad dessa utvärderingar leder till och vilken funktion de har pratas mindre om. Vidare redovisas hur åtstramning i den statliga ramfaktornivån gällande kvalitetsredovisningar ledde till åtskilliga aktiviteter och åtgärder runt om i landet i början och mitten av 2000-talet. FRAM är en av dem. Resultatet i den här forskningsstudien bekräftar tidigare forskning att externa och centralstyrda utvärderingars funktion ofta är av en administrativ karaktär och tjänar mest de centrala organisationerna än den lokala. Undersökningen bekräftar även att yttre aktörerna handlingar har betydelse för att leda och stödja utvecklingsarbetet i den enskilda skolan och hur den kan formas och drivas. Av studien framgår att skolutveckling och kvalitetsförbättring, i betydelsen högre måluppfyllelse, är en lokal angelägenhet och de växer utifrån analys av de lokala behov och långsiktig förändringsarbete. Forskning visar även att den lokala skolan inte mäktar ensamt att hålla en stadig förändringstakt om den inte får stöd från förvaltningen med analysverktyg, ledarskap och andra resurser. Nyckelord: Utvärdering, skolutvärdering, kvalitetsförbättring, skolutveckling, uppföljning, kvalitetsredovisning, Skolinspektion, Handlingsutrymme, ramfaktorteorin, inre och yttre gränser / In this study, FRAM- cooperation was in focus. FRAM is an inter-municipal school development cooperation that has been going on in a few communities in the metropolitan regions. The aim has been to highlight how FRAM by using interview surveys contributed to quality improvement and school improvement in the evaluated schools. The starting point of this study was to examine the degree to which two actors in management, namely managing directors and principals, have perceived FRAM´s contributions and how they feel it has led to quality improvement. The study is a qualitative research study in which management directors and principals have been interviewed on the basis of one Frame factor theoretical perspective. There, participants and their flexibility have taken into account the institutional framework and the conditions in which they are involved. This is a dialectical interplay between the individual and the institutional norms and practices in which the actions of individuals are shaped. The study is abductive in the sense that it looks for patterns and traits, the empirically, that is, the processes going on in the evaluations, intended to with the support of the theory increase understanding and knowledge of FRAM evaluation contribution to quality improvement of the school and the local school organization. The study changes perspective from the impact of school's internal participants (principals, teachers, students) to that of the external ones i. e. the municipal administration and the state institution on how the practical quality issues are formed in school. In order to understand different actors ´actions in the school externally, two key concepts were quality highlighted, improvement and evaluation, which have characterized the school system in the past 20 years in Sweden. It is also reported how changes in governance mechanisms have lead to intrusion of these concepts into the school system. Quality reports and quality control of various kinds have been gradually converted into dominant control mechanism in school. With quality management follows the other control mechanisms such as monitoring and evaluation of the school's vocabulary. In this way, evaluation has become a natural feature in school and society too, for that matter. But what these evaluations lead to and what function they have, is less talked about. Furthermore it is shown how austerity at government framework level concerning quality reports led to numerous activities and actions around the country in the early and mid 2000's. FRAM is one of them. The results of this research study confirm previous research that external and centralized function evaluations often are of an administrative character and they mostly serve central organizations more than the local ones. The survey also confirms that external actors are relevant in order to lead and support the development of the school and how it can be formed and operated. The study shows that school development and quality improvement, in the sense of greater achievement, is a local matter and they develop by the analysis of local needs and long-term change. Research also shows that the local school alone is not capable of keeping a steady pace of change if it is not supported by management with tools of analysis, leadership, and other resources.

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-05-12Bitstream added on 2014-06-13T20:25:03Z : No. of bitstreams: 1 silva_mu_dr_mar.pdf: 541467 bytes, checksum: c557451e38dfb8cc2b6054c76da13be9 (MD5) / Esta pesquisa investiga o cotidiano escolar de um grupo de dezenove professores, em uma escola do Ensino Fundamental II, da rede particular de ensino, no período de 2004 a 2006. Ao tomar como referência construtos teóricos na área da avaliação e da formação pedagógica, propostos a partir de 1980, o recorte investigado prioriza o agir avaliativo em sala de aula, no que se refere à formação teórica dos componentes do grupo e às práticas da Avaliação Formativa. Metodologicamente, caracteriza-se como investigação qualitativa, na modalidade da pesquisa-ação, razão pela qual acolhe o relato de interferências compartilhadas pela pesquisadora e pelo grupo, na busca de soluções para a melhoria do processo avaliativo no segmento de ensino estudado. A investigação é um desdobramento da pesquisa de mestrado, na qual, os dados, obtidos através de entrevistas, ao serem analisados, apontaram controvérsias e convergências entre o discurso e as práticas dos professores, fato que indicou a pertinência de se realizar uma intervenção. Como decorrência dos dados obtidos na pesquisa precedente acresceram-se outros, obtidos na fase de realização da presente pesquisa e provenientes da observação em sala de aula e da análise de documentos, dos quais foram retirados, para estudo, extratos relevantes, concebidos como totalidades parciais da teoria e da prática. Submetidos à análise, esse conjunto de dados evidenciou representações heterogêneas da realidade, que se constituem em uma rede de significados, na qual se destacam as resistências, as incongruências entre o discurso e a prática, e as representações de situações, marcadas ora pela reprodução ora pela construção de novos caminhos. / This research focus on a school day-by-day life of a group formed by nineteen teachers, in a private elementary school level II, from 2004 to 2006. The observed clipping searches for the classroom evaluation act, which refers to the theoretical formation of the group members and their practices related to Formative Evaluation, taken as reference from theoretical constructs in evaluation and pedagogical formation that were proposed since 1980. Methodologically, the study is inserted in the field of qualitative research, action research model, reason why it accepts reports of interferences shared between the researcher and the group members, aiming to reach improvement of the evaluation process in the focused learning segment. This investigation is the development of master degree research, were the data gathered through interviews, when analyzed, have pointed to controversies and congruencies inside the teachers discourse and practices. This fact justified the relevance of having an intervention. To the previous data gathered in the former research fresh ones were added. They were obtained during the current research and also from classroom observation and document analysis. From them relevant extracts were taken to a deeper study, because they were conceived as theory partial totality and practice. Submitted to analysis, this set of data showed the heterogeneity of reality representation, which builds a meaning network, where resistances pop up, incongruence between discourse and practice and the representation of situations which are sometimes characterized by reproduction and sometimes by new ways.

nÃo hà / A tese PrÃxis PedagÃgica UnitÃria: do conto musical âPedro e o loboâ à avaliaÃÃo reflexiva resultou do projeto Pedro e o lobo: da avaliaÃÃo reflexiva à ressignificaÃÃo da prÃtica pedagÃgica, executado para alterar as prÃticas no espaÃo da sala de aula. A avaliaÃÃo escolar à um tema fascinante, mas teorizaÃÃo, pesquisas, crÃticas, parecem ter contribuÃdo pouco para superar a pedagogia do exame que grassa nas instituiÃÃes de ensino. Muitos fatores contribuem para que o processo nÃo sofra a revoluÃÃo reclamada. Este trabalho defende a alteridade da prÃtica escolar inteira, ao mesmo tempo. Como recorte epistemolÃgico, partiu-se da crÃtica à lÃgica fragmentada dos processos e condiÃÃo de assujeitado do alunado ao professor à proposiÃÃo do modelo unitÃrio, com prÃxis em espaÃo e tempo reais. O modelo engloba pistas, sugestÃes e promessas de obras pÃblicas e acadÃmicas, acerca do que deve ser feito para mudar as prÃticas. Fundamental foi o conceito de professor reflexivo, que o pesquisador encarnou como postura metodolÃgica. Ao estudo, foi criado um caminho prÃprio, a pesquisa reflexiva de desenvolvimento, cujos aportes foram a concepÃÃo do profissional reflexivo, a fenomenologia, a teoria crÃtica e o sociointeracionismo. A principal tÃcnica foi a intervenÃÃo pedagÃgica; o principal protocolo, o diÃrio de campo; a meta, a (re)criaÃÃo de rotinas, processos, estratÃgias e instrumentos pedagÃgicos. Objetivou-se a anÃlise â do duplo sentido desse termo: decomposiÃÃo (para contar a vivÃncia) e interpretaÃÃo â da proposta de retotalizaÃÃo do planejamento, ensino-aprendizagem e avaliaÃÃo, na qual o alunado foi sujeito. O contexto foi o NÃcleo PedagÃgico Integrado, escola de educaÃÃo bÃsica da Universidade Federal do ParÃ, na qual o pesquisador atuou como professor de CiÃncias, numa classe de 5 sÃrie. A construÃÃo dos dados se estendeu de dezembro de 2000 a setembro de 2002. Na prÃ-intervenÃÃo, durante o Ãltimo bimestre de 2000, o pesquisador observou a rotina da turma de 4 sÃrie que, no ano seguinte, iria trabalhar. Ao final, entrevistou 50% das professoras e da classe. Na fase de intervenÃÃo, alÃm da aÃÃo pedagÃgica, outras tÃcnicas e instrumentos foram: a fotografia; o diÃrio de bordo; o portfÃlio. Durou todo o ano letivo de 2001, com direito a greve de cem dias âno meio do caminhoâ. ApÃs, foram efetuadas entrevistas com um terÃo do alunado, seis professoras e um professor da turma, para fixar pontos comuns e diferenciados entre as experiÃncias. A pesquisa teve dois horizontes. O primeiro, que focou a ressignificaÃÃo do planejamento do ensino (co-operativo), do ensino-aprendizagem e da avaliaÃÃo (reflexiva), foi atingido. Foi o tempo de reinvenÃÃo, com o desmonte dos velhos caminhos e a construÃÃo do novo. O segundo, que focou o desenvolvimento de processos, tÃcnicas, instrumentos e formas de anÃlise para se apreciar de forma reflexiva a qualidade das aÃÃes docente e discente, em nÃvel de auto e hetero-avaliaÃÃo, foi alcanÃado em parte. Um ano letivo nÃo foi suficiente para levar adiante o preceito de que avaliar à comparar (atà o que havia sido alvo de desenvolvimento). A lacuna foi assim interpretada: na retotalizaÃÃo dos processos, na ressignificaÃÃo do ato avaliativo, no exercÃcio da condiÃÃo de sujeito pelo aprendente, o tempo para o ensino-aprendizagem reflexivo à o dos ciclos de formaÃÃo, em vez do regime seriado. O estudo confirmou a tese defendida. Nas entrevistas, a maioria do alunado da 5 sÃrie nÃo lembrava como fora avaliado em CiÃncias. Quem lembrou, fez de forma reticente, com citaÃÃes de outras experiÃncias, que nÃo aquelas vivenciadas na PrÃxis UnitÃria. Quanto Ãs atividades de ensino e relaÃÃo professor-aluno, aspectos privilegiados na lÃgica alterada, as lembranÃas foram ricas em detalhes. NÃo-lembranÃas e lembranÃas confirmam o valor da Ãnfase no ensino-aprendizagem, em vez de na verificaÃÃo do que à ensinado, no trincamento do que à âtradiÃÃoâ nas escolas. Outras conclusÃes: o modelo unitÃrio favorece a interdisciplinaridade entres as disciplinas escolares e as prÃprias ciÃncias da natureza; o planejamento do ensino (com o alunado) e a avaliaÃÃo (com todos avaliando todos) perdem o carÃter inicial e terminal que tÃm e convertem-se em aÃÃes e operaÃÃes de ensino, com tendÃncia de internalizarem-se como formas de pensamento. A pesquisa conclui que o âsegredoâ para superar os problemas da lÃgica fragmentada dos processos, estÃ, filosoficamente, na mudanÃa de concepÃÃo de ciÃncia e, pragmaticamente, na alteridade das relaÃÃes entre aprendentes e ensinantes. / The thesis Pedagogical Praxis Unitary: from musical tale "Peter and the Wolf" to reflective evaluation resulted the project Pedro and the Wolf: from reflective evaluation to resignification the pedagogical practice, executed to change the practices of classroom space. The school evaluation is a fascinating topic, but theorizing, research, criticism, seem to have a little contributed to overcome the pedagogy exam which propagates in educational institutions. Many factors contribute to the process does not suffer the wanted revolution. This work supports the otherness of the whole school practice, at the same time. As an epistemological snnipet, begins the criticism of the fragmented logic processes and subjugated condition of the students to the teacher to the unitary model proposition, with practice in real space and time. The model includes tracks, suggestions and promises of public and academic works, about what should be done to change practices. Fundamental was the concept of reflective teacher, that the researcher incarnated as methodological approach. It was created a proper way to study, reflective research development, whose contributions were the design of the reflective practitioner, phenomenology, critical theory and social interactionism. The main technique was the pedagogical intervention; the main protocol, the field diary; the goal, the (re) creation of routines, processes, strategies and teaching tools. We sought to the analisys â the double meaning of the term: decomposition (to tell the experience) and interpretation â the (re)totalization proposal planning, teaching-learning and assessment, in which the student was subjected. The context was the Integrated Educational Center, basic education school of the Federal University of ParÃ, in which the researcher worked as a teacher of sciences, in a 5th grade class. The construction of the data extended from December 2000 to September 2002. In the pre-intervention during the last two months of 2000, the researcher observed the routine of 4th grade class that the following year would work. At the end, he interviewed 50% of teachers and class. In the intervention phase, in addition to the pedagogical action, other techniques and instruments were: photography; the logbook; the portfolio. It lasted throughout the school year 2001, with the right to strike a hundred days "on the way". After interviews were carried out with a third of the students, six women teachers and one men teacher of the class, to set common points and differentiated between experiences. The research had two horizons. The first, which focused on the reinterpretation of the planning of education (co-operative), the teaching-learning and evaluation (reflective), was reached. It was reinvention time, with the dismantling of the old ways and the construction of the new . The second, which focused on the development of processes, techniques , tools and forms of analysis to enjoy reflectively the quality of teaching and student actions at the level of self and peer assessment, has been achieved in part. A school year was not enough to carry the precept that review is to compare (up what had been developing target). The gap was thus interpreted: the (re)totalization processes, in reframing the evaluative act, in the exercise of the condition of the subject by the learner, time for reflective teaching and learning is the training cycles, instead the serialize regimen. The study confirmed the thesis defended. In interviews, most of the students of the 5th grade did not remember as was evaluated in Science. Who remembered, made reticent way, with quotes from other experiences than those experienced in Praxis Unitary. As for teaching activities and teacher-student relationship, privileged aspects in the modified logic, the memories were rich in detail. No memories and recollections confirm the value of the emphasis on teaching and learning, rather than the verification of what is taught, in cracking what is "tradition" in schools. Other conclusions: the unitary model favors interdisciplinarity between school subjects and the very nature of science; planning of education (with the student body) and evaluation (with all evaluating all) lose their original character and terminal that they have and are converted into shares and educational operations, with a tendency to internalize as ways of thinking. The research concludes that the "secret" to overcome the problems of fragmented logic of process, is, philosophically, in changing conception of science and, pragmatically, the otherness of the relationship between learners and teachers.

Made available in DSpace on 2016-08-17T13:54:28Z (GMT). No. of bitstreams: 1 Dissertacao Danielton.pdf: 1927750 bytes, checksum: 3d3826581d7ff1775e395ef9ba879083 (MD5) Previous issue date: 2012-08-29 / Investigates the relationship between education, emancipation and barbarism, questioning whether the school evaluation is an obstacle to the achievement of an emancipatory Educa-tion. Theoretical nature research that addresses the topic from the philosophy of education. Based on the critical theory of the Frankfurt School, particularly in adorner reflections on ed-ucation. Part of the hypothesis that, insofar as the school evaluations, through evidence, re-duce the ability of students to produce their own speeches are being themselves an obstacle to the achievement of an emancipatory education, because reducing the discursive capacity is a way to reduce also the ability to think independently. Objective to investigate if evaluations of learning applied in HEI's Brazil, in particular, have been targeted for the construction of the emancipation, analyzing a specific law course in IES São Luís, Maranhão capital. Methodo-logically develops from the approach of critical theory developing the search as follows. Pre-sents the transformations of emancipatory enlightenment due to instrumental reason, exposes the instrumental reason and the cultural industry transformed the emancipatory reason and instrumental reason serving as technical guidelines of domination and alienation of capital-ism. Exposes the Adorner's reflections on the relationship between education, emancipation and barbarism; presents its concerns about the need for education to be targeted to prevent that barbarism, which if expressed strongly by means of Nazism and Aushiwitz concentration camp, if repeat therefore to contribute to the realization of this project the education, must be oriented to emancipation. Analyzes the concept of school evaluation, showing its history, its features, functions, classification, and express analysis of the dialectical relationship of school evaluation with various other dimensions, such as the State, the labour market, the curriculum, within the context of today's Capitalism. Investigates whether the particular law school guides its school ratings in the form of evidence, more for an emancipatory project or barbarizante, from the analysis of statements of evidence applied in the course, the vision of students and teachers on the evaluations, presented through the result of data extracted from questionnaires with the directly involved in the evaluation process. Presents data, obtained through the appli-cation of questionnaires, which indicate understand most students that the evaluations imple-mented by teachers are more oriented towards barbarism, while the information presented by the Faculty allow you to infer something similar. Concludes that, from the analysis of extract-ed data in law school, field of study, the most commonly found type of evaluation in such an environment is of type barbarizante, becoming thus the evaluation of such an obstacle to the realization of an emancipatory Education. / Investiga a relação entre Educação, emancipação e barbárie, questionando se a avaliação es-colar é um obstáculo para a realização de uma Educação emancipatória. Pesquisa de natureza teórica que aborda o tema a partir da Filosofia da Educação. Fundamenta-se na Teoria Crítica da Escola de Frankfurt, em especial nas reflexões de Adorno sobre a Educação. Parte da hipó-tese de que, na medida em que as avaliações escolares, por meio das provas, reduzirem a ca-pacidade dos alunos produzir seus próprios discursos estarão sendo elas próprias um obstácu-lo para a realização de uma educação emancipatória, pois reduzir a capacidade discursiva é uma forma de reduzir também a capacidade de pensar autonomamente. Objetiva investigar se as avaliações de aprendizagem aplicadas em IES s brasileiras, em especial no Maranhão, têm sido orientadas para a construção da emancipação, analisando um Curso de Direito específico de uma IES na cidade de São Luís, capital do Maranhão. Metodologicamente desenvolve-se a partir do método de abordagem da Teoria Crítica desenvolvendo-se a pesquisa da seguinte forma. Apresenta as transformações da razão emancipatória iluminista em razão instrumental, expõe que a razão instrumental e a indústria cultural transformaram a razão emancipatória em razão técnica e instrumental, servindo assim às diretrizes de dominação e alienação do Capita-lismo. Expõe as reflexões de Adorno sobre a relação entre Educação, emancipação e barbárie; apresenta suas preocupações sobre a necessidade de a Educação ser orientada para evitar-se que a barbárie, que se expressou fortemente por meio do Nazismo e do campo de concentra-ção de Aushiwitz, se repita, pois, para contribuir na efetivação desse projeto a educação, deve ser orientada para a emancipação. Analisa o conceito de avaliação escolar, apresentando sua história, suas características, funções, classificação, além de expressar a análise da relação dialética da avaliação escolar com diversas outras dimensões, como o Estado, o mercado de trabalho, o currículo, dentro do contexto do Capitalismo hodierno. Investiga se o determinado Curso de Direito orienta suas avaliações escolares, no formato de provas, mais para um proje-to emancipatório ou barbarizante, a partir da análise de enunciados de provas aplicadas no curso, da visão dos alunos e professores sobre as avaliações, apresentada por meio do resulta-do de dados extraídos de questionários aplicados com os envolvidos diretamente no processo de avaliação. Apresenta dados, obtidos por meio da aplicação de questionários, que indicam entender a maioria dos alunos que as avaliações aplicadas pelos professores estão mais orien-tadas para a barbárie, enquanto que as informações apresentadas pelos docentes permitem inferir algo semelhante. Conclui que, a partir da análise dos dados extraídos no curso de Direi-to, campo de estudo, o tipo de avaliação mais frequente encontrada em tal ambiente é a do tipo barbarizante, tornando-se, assim, a avaliação desse tipo um obstáculo para a efetivação de uma Educação emancipatória.

Magister Educationis - MEd / A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development. / South Africa

It is important that students understand not only how their local watershed functions, but also how it is being impacted by impervious surfaces. Additionally, students need experience exploring the scientific and engineering practices that are necessary for a strong STEM background. With this knowledge students can be empowered to tackle this real and local problem using engineering design, a powerful practice gaining momentum and clarity through its prominence in the recent Framework for K-12 Science Education. Twenty classes of suburban sixth-graders participated in a new five-week Watershed Engineering Design Unit taught by their regular science teachers. Students engaged in scientific inquiry to learn about the structure, function, and health of their local watersheds, focusing on the effects of impervious surfaces. In small groups, students used the engineering design process to propose solutions to lessen the impact of runoff from their school campuses. The goal of this evaluation was to determine the effectiveness of the curriculum in terms of student gains in understanding of (1) watershed function, (2) the impact of impervious surfaces, and (3) the engineering design process. To determine the impact of this curriculum on their learning, students took multiple-choice pre- and post-assessments made up of items covering the three categories above. This data was analyzed for statistical significance using a lower-tailed paired sample t-test. All three objectives showed statistically significant learning gains and the results were used to recommend improvements to the curriculum and the assessment instrument for future iterations.