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Previous issue date: 2011-02-22 / This research tried out to identify and understand the concepts and practices of evaluation reports on Vocational learning Education. SENAI and SENAC institutions were the subject of the studies and Rio Claro City, in S?o Paulo State was the center of the study. These institutions offer mid-level technical courses and they have similar objectives and goals and a history in creating and developing. The study was conducted in the light of the legislation analysis to provide guidelines for analysis to provide guidelines for Vocational Education teaching, following the Law of Directives and Bases n. 9394/96. It should be emphasized that this law has in its text changes that will impact the educational concepts and practices in this mode of teaching, as the curriculum using an approach by competencies and the new forms of assessment resulting from this innovation. This is a qualitative research. The methodological procedures of data collection were semi-structured interviews with four teachers of middle level technical courses a questionnaire was given to their students to answer. The collected data was analyzed to point out (i) teachers' understanding the concept of competence, (ii) the procedures and strategies used to develop them, (iii) the procedures and strategies used to evaluate learning these skills, (iv) the difficulties encountered by teachers in relation to work methodology, (v) students' views on the methodology of teaching skills and evaluation process used by teachers, (vi) the importance of continued education to understand the approach of the curriculum and competencies for their practice. There are three main categories that underline the discussion in this work, they are: the concept of skills, assessment and the difficulties in teaching practices. We concluded that these vocational education teachers follow a more democratic and formative educational practice. From the students perspective , teachers use assessment in service of learning, we also identified that these students do not report fears or negative feelings about the evaluation procedures used by their teachers, which seems important to point out, because it is opposed to what is most frequently found in the scientific literature, related to students assessment in general. This way students and teachers fail to consider key elements that should constitute a formative evaluation model and teaching practices. These two aspects emphasize the "know how" the subordination of educational work to the logic of the market, both leave in the background (and sometimes not even mention) the relevance of the establishment of more complex skills such as innovation, creativity and intellectual freedom. The research does not intended to close the discussions, but open questions for other investigative work. / A pesquisa procurou identificar e compreender as concep??es e relatos das pr?ticas da avalia??o da aprendizagem no contexto da Educa??o Profissional. O campo da pesquisa foi composto pelas Institui??es Senai e Senac do Estado de S?o Paulo, fazendo um recorte na cidade de Rio Claro. Estas institui??es ofertam cursos t?cnicos de n?vel m?dio e t?m hist?rico de cria??o e desenvolvimento, objetivos e p?blico alvo bastante semelhantes. O estudo foi realizado ? luz de an?lises sobre a legisla??o que oferece diretrizes para as institui??es de ensino voltado para a Educa??o Profissional, produzidas ap?s a Lei de Diretrizes e Bases no 9.394/96. Importa ressaltar que esta lei traz em seu texto mudan?as que ir?o impactar as concep??es e pr?ticas educacionais nesta modalidade de ensino, como o curr?culo numa abordagem por compet?ncias e as formas de avalia??o decorrentes desta inova??o. Trata-se de pesquisa qualitativa. Os procedimentos metodol?gicos de coleta de dados foram: entrevista semi-estruturada com quatro professores dos cursos t?cnicos de n?vel m?dio e question?rio aplicado aos seus alunos. O material emp?rico digitalizado foi trabalhado, buscando-se evidenciar: (i) as concep??es dos professores sobre o conceito de compet?ncias; (ii) os procedimentos e estrat?gias que utilizam para desenvolv?-las; (iii) os procedimentos e estrat?gias que utilizam para avalia??o da aprendizagem destas compet?ncias; (iv) as dificuldades encontradas pelos professores com rela??o a essa metodologia de trabalho; (v) a vis?o dos alunos sobre a metodologia de ensino das compet?ncias e processo de avalia??o utilizada pelos professores; (vi) a import?ncia da educa??o continuada na compreens?o da abordagem do curr?culo por compet?ncias e a sua pr?tica. Tr?s categorias principais orientam a discuss?o dos dados deste trabalho, s?o elas: o conceito de compet?ncias, a avalia??o e as dificuldades nas pr?ticas pedag?gicas. Identificamos que os professores da educa??o profissional caminham na dire??o de pr?ticas educativas voltadas para uma concep??o mais democr?tica e formativa. Da perspectiva dos alunos, os professores utilizam a avalia??o a servi?o da aprendizagem; identificamos, tamb?m, que estes alunos n?o relatam temores e/ou sentimentos negativos quanto aos procedimentos avaliativos utilizados pelos professores, o que nos parece importante salientar, dado que se contrap?e ao que mais frequentemente se encontra na literatura cient?fica sobre os impactos da avalia??o sobre alunos, de uma maneira geral. Por?m alunos e professores deixam de considerar elementos essenciais que devem constituir uma avalia??o no modelo formativo e nas pr?ticas pedag?gicas. Nestes dois aspectos enfatizam o saber fazer a subordina??o do trabalho pedag?gico ? l?gica do mercado; ambos deixam em segundo plano (e, por vezes, nem mencionam) a relev?ncia da constitui??o de compet?ncias mais complexas, tais como capacidade de inova??o, criatividade e autonomia intelectual. A pesquisa n?o tem a pretens?o de encerrar as discuss?es, mas sim de abrir questionamentos para outros trabalhos investigativos.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/680 |
| Date | 22 February 2011 |
| Creators | Pinto, Ros?ngela de Oliveira |
| Contributors | Rocha, Maria Silvia Pinto de Moura Librandi da, Zan, Dirce Djanira Pacheco e, Azevedo, Heloisa Helena Oliveira de |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, BR, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| 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_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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