Formação de professores e avaliação formativa: análise de um projeto de interação universidade-escola
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Data
2009-06-23
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho coloca em foco um projeto de parceria entre universidade e escola que teve duração de seis anos. Nosso objetivo foi identificar, a partir de entrevistas e análise documental, as interlocuções e ações coordenadas pelos professores, interpretando-as como possibilidade de aperfeiçoamento da prática docente, e estabelecer relações entre os nexos do projeto e a educação para a avaliação formativa, a partir dos referenciais da Teoria Crítica. Assim, investigamos os aspectos do Projeto Urubunesp que apoiaram o processo educação-formação do professor para a implementação da avaliação formativa. Nossos dados revelaram, por um lado, o potencial do projeto de favorecer atitudes de inserção dos professores em processo de formação cultural, evidenciando aspectos de transparência, convite-atrativo, acolhimento e dialogicidade. Por outro lado, apontou que os posicionamentos individuais refletem um movimento de busca coletiva dos professores pela recontextualização de heteronomias e enfrentamento de antinomias, o que torna viável a construção de autonomias, no sentido da humanização. Nossa análise nos permite afirmar que uma parceria entre universidade e escola que busca a isomorfia entre a implementação da avaliação formativa e a educação de professores, de uma escola, pode significar um 'ir além' do 'terreno pantanoso' que caracteriza a prática cotidiana da escola pública estadual dos nossos dias. Isso dependerá da medida em que os esforços auto-organizativos, os quais produzem os movimentos da parceria e são também por eles produzidos, puderem estabelecer uma meta comum que sutente a tensão entre o par dialético, convite sempre aberto para o conhecimento e busca incansável pelo consenso. O primeiro abre possíbilidades para o professor se tornar sujeito ativo na construção e reconstrução...
This work focuses a six-year project of partnership among university and school. Our objective was to identify, by means of interviews and documental analysis, interlocutions and actions coordinated by teachers, looking for possibilies of improving teachers' practice, and to establish a connection among project nexus and a formative-assessment-oriented education, form the Critical Theory point of view. So, we searched for aspects of the Project that supported a teacher education process for the implementation of formative assessment. On one hand, our data revealed a potential of the project to favor atitudes of insertion of the teachers in the cultural formation process, putting in evidence aspects of transparency, sense of community, appelaing-invitation, and dialogicity. On the other hand, it pointed that teachers' individual positioning reflects a movement of collective searching for re-contextualizing hereonomy e facing antinomy, what makes the processes of autonomy construction viable and more probable to happen. Our analysis us to assert that a partnership among university and school that search for an isomorphism between formative assessment implementation and teacher education may represent to go beyond the 'marshy terrain' that characterizes the state public school of our days. This will depend on the extend to which the self-organizing efforts, that produces the partnership movements and it is produced by them, can set commons goals that support a tensions between the following dialectic pair: open-invitation to knowledge and continuous search for consensus. The first one opens possibilities for the teachers to become subjects in the construction and reconstruction of their own history, to 'be more', constributing to their adhesion to situations of autonomy and constant search for liberty, that only exist in the responsible act of the enclusive being... (Complete abstract click electronic access below)
This work focuses a six-year project of partnership among university and school. Our objective was to identify, by means of interviews and documental analysis, interlocutions and actions coordinated by teachers, looking for possibilies of improving teachers' practice, and to establish a connection among project nexus and a formative-assessment-oriented education, form the Critical Theory point of view. So, we searched for aspects of the Project that supported a teacher education process for the implementation of formative assessment. On one hand, our data revealed a potential of the project to favor atitudes of insertion of the teachers in the cultural formation process, putting in evidence aspects of transparency, sense of community, appelaing-invitation, and dialogicity. On the other hand, it pointed that teachers' individual positioning reflects a movement of collective searching for re-contextualizing hereonomy e facing antinomy, what makes the processes of autonomy construction viable and more probable to happen. Our analysis us to assert that a partnership among university and school that search for an isomorphism between formative assessment implementation and teacher education may represent to go beyond the 'marshy terrain' that characterizes the state public school of our days. This will depend on the extend to which the self-organizing efforts, that produces the partnership movements and it is produced by them, can set commons goals that support a tensions between the following dialectic pair: open-invitation to knowledge and continuous search for consensus. The first one opens possibilities for the teachers to become subjects in the construction and reconstruction of their own history, to 'be more', constributing to their adhesion to situations of autonomy and constant search for liberty, that only exist in the responsible act of the enclusive being... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Professores - Avaliação, Professores - Formação, Educação - Teoria crítica, Autonomia (Educação), Antinomia, Educação - Heteronomia, Teacher formation, Cultural formation
Como citar
MARTINEZ, Carmem Lidia Pires. Formação de professores e avaliação formativa: análise de um projeto de interação universidade-escola. 2009. 153 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2009.