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Previous issue date: 2009-09-28 / Trata-se de uma pesquisa qualitativa, que teve como objetivo investigar as concepções de avaliação da aprendizagem na escola de regime seriado e na escola de regime de ciclo. Objetivou ainda observar nas escolas as práticas pedagógicas e avaliativas desenvolvidas, obtendo informações para estabelecer um paralelo entre ações avaliativas. Foram participantes da pesquisa de campo as diretoras, as supervisoras pedagógicas e/ou coordenadoras educacionais, professoras e alunos de duas escolas de anos iniciais do ensino fundamental. Foram realizadas análise documental, observação da prática escolar e entrevistas. Concluiu-se que as escolas, tanto a de Ciclo como a de Série, conseguem desenvolver algumas práticas de avaliação diagnóstica e formativa no seu dia-a-dia, isso quer dizer que independente da organização do tempo escolar existem evoluções, mas podemos pontuar fragilidades e avanços no que diz respeito a avaliação da aprendizagem. O estudo mostrou que as práticas da escola tradicional estão presentes no dia a dia da escola e influenciam a prática avaliativa. / This work is a qualitative research that aimed to investigate the conceptions of learning assessment in a “seriate system” school and in a “cycle system” school. It aimed to observe, in these schools, how the pedagogical and evaluation practices are developed, obtaining informations to establish a parallel between the evaluative actions. The group investigated in this research was composed by principals, pedagogical supervisors and/or education coordinators, teachers and students of two schools in the early years classes of elementary level school. Were carried out documental analysis, observation of school practices and interviews. It was concluded that both, the “seriate system” and the “cycle system” schools, develop some diagnostic and formative evaluation practices in their day-to-day. This means that independent of the organization of school time there are evolutions, but there are weaknesses and advances in respect of learning assessment. The research showed that the traditional school practices are present on the day-to-day of the schools and influence the evaluation process.
| Identifer | oai:union.ndltd.org:IBICT/oai:hermes.cpd.ufjf.br:ufjf/3840 |
| Date | 28 September 2009 |
| Creators | Reis, Lenine Antonio dos |
| Contributors | Sarmento, Diva Chaves, Yazbedk, Dalva Carolina de Menezes, Rocha, Marise Maria Santana da |
| Publisher | Universidade Federal de Juiz de Fora (UFJF), Programa de Pós-graduação em Educação, UFJF, Brasil, Faculdade de Educação |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFJF, instname:Universidade Federal de Juiz de Fora, instacron:UFJF |
| Rights | info:eu-repo/semantics/openAccess |
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