Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-07-20T12:20:28Z
No. of bitstreams: 1
472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5) / Made available in DSpace on 2015-07-20T12:20:28Z (GMT). No. of bitstreams: 1
472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5)
Previous issue date: 2015-03-31 / This investigation is composed of a qualitative research which is based on multiple case
study. The formal structure of this essay is opened by the introduction, that
contextualizes and promotes the questioning for the study, on the second chapter the
theoretical assumptions are presented with their relations on the role of the institution of
school, pedagogy of projects associated with the teaching of science and
transdisciplinarity and evaluation in the school context. On the third part the study
methodology is described. On the fourth chapter, result analysis is performed showing
the evaluations concepts of the participating teachers, the means and how these
teachers perceive the pedagogy of projects. On the fifth part, final considerations are
shown and we attempt to comprehend how teachers from two public elementary schools
whom work with projects evaluate their students. These institutions are located at two
cities within the metropolitan area of state capital Porto Alegre, at Rio Grande do Sul,
Brazil. This case study of the evaluation process is considered relevant due to our
understanding of the challenge the public schools have to measure the knowledge in a
way to offer an improvement on the learning and change in the social context of their
students. We aim at the comprehension of how the Pedagogy of Projects influences the
evaluative process. In order to provide that, we elaborated a survey to semi-structurated
interviews. Each participating teacher answered that questionnaire and was later
interviewed. Observations were also made during the visitation in both schools. The
material was submitted to Discursive Textual Analysis, proposed by Moraes e Galiazzi
(2007). This analysis indicated that both schools have diverging methodologies, while
the teachers from one of the schools evaluate in a traditional standard, teachers from
the other institution are in a transition process, where they have abolished the tests from
their evaluation instruments. Their prerogative is of a Dialogical School, but not without
some trouble, for the results show that, despite having innovative proposals, the
concepts of a traditional evaluation are still present. / A presente investiga??o se constitui em uma pesquisa qualitativa que se centra em
estudos de casos m?ltiplos. A estrutura formal deste trabalho ? iniciada pela introdu??o,
que faz a contextualiza??o e problematiza??o da pesquisa, no segundo cap?tulo
apresentamos os pressupostos te?ricos em rela??o ao papel da escola, Pedagogia de
Projetos, ensino de Ci?ncias e a transdisciplinaridade e a avalia??o no contexto escolar.
Na terceira parte, descrevemos a metodologia da pesquisa. No quarto cap?tulo,
realizamos a an?lise dos resultados mostrando as concep??es de avalia??es dos
professores participantes, os instrumentos e como os docentes percebem a Pedagogia
de Projetos. Na quinta parte, deixamos as considera??es finais em que se procura
compreender como avaliam os professores de Ci?ncias de duas escolas p?blicas de
ensino fundamental que trabalham com projetos. Estas institui??es se localizam em
dois munic?pios da regi?o metropolitana de Porto Alegre, RS. Consideramos relevante o
estudo do processo de avalia??o, pois entendemos ser um desafio para a escola
p?blica mensurar os conhecimentos de forma a propiciar uma melhoria na
aprendizagem e altera??o na realidade social dos estudantes. Objetivamos a
compreens?o de como a Pedagogia de Projetos influencia no processo avaliativo. Para
isso, elaboramos um roteiro de quest?es para as entrevistas semiestruturadas. Cada
professor participante preencheu um pequeno question?rio, ap?s foi entrevistado.
Realizamos tamb?m, observa??es durante as visitas efetuadas ?s escolas.
Submetemos o material da pesquisa ? An?lise Textual Discursiva, proposta por Moraes
e Galiazzi (2007). A an?lise indicou que as duas escolas apresentam metodologias que
divergem, enquanto os professores de uma das escolas avaliam de forma tradicional,
os da outra se apresentam em processo de transi??o, em que aboliram as provas dos
instrumentos avaliativos. O discurso parece ser de um projeto de escola dial?gica, mas
n?o est? sendo tranquila a transi??o, pois os resultados indicam que, apesar de
propostas inovadoras, as concep??es de uma avalia??o tradicional ainda persistem.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6224 |
| Date | 31 March 2015 |
| Creators | Prasniski, Maria Elena Tobolski |
| Contributors | Rocha Filho, Jo?o Bernardes da |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica, PUCRS, Brasil, Faculdade de F?sica |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 3565627554998330423, 600, 600, 600, 937894448747421802, -240345818910352367 |
Page generated in 0.0063 seconds