Conhecimentos profissionais da docência no ensino de ciências no contexto do programa São Paulo faz escola e do SARESP
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Data
2016-03-07
Autores
Melo, Franklin Julio de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No atual cenário educacional, a formação científica está imputada à formação escolar e o refinamento de procedimentos comprometidos com a mensuração da aprendizagem assume posição privilegiada, interferindo em todo o processo escolar desde os instrumentos de avaliação utilizados no cotidiano da escola até as avaliações em larga escala que direcionam as políticas públicas com relação à educação. A avaliação externa, de larga escala ou não, elaborada fora do ambiente escolar por uma instituição ou poder público, tem o objetivo de aferir o sistema de ensino. Para orientar as escolas sobre os conteúdos a serem avaliados nas provas do SARESP (Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo) foram organizadas as Matrizes de Referência para avaliação que delimitam, por disciplinas, as habilidades específicas dispostas no currículo e que se constituem em objeto de avaliação. A profissão docente consiste no acionamento de um reservatório de saberes construídos gradualmente pelo professor, de acordo com as exigências impostas pela prática docente ao longo da sua atuação. O presente estudo objetivou caracterizar os impactos das políticas públicas educacionais na aquisição de saberes profissionais da docência, por meio de processos de mediação planejados entre o pesquisador e docentes da Educação Básica, com ênfase nas estimativas e análises de correspondências entre medidas de aprendizagem dos alunos e os descritores dispostos nos documentos oficiais, buscando conhecer se tais processos podem se constituir relevantes para o desenvolvimento de saberes profissionais, em particular, de repertórios profissionais de ensino, denominados saberes da ação pedagógica. A pesquisa foi realizada em duas escolas públicas de um município do interior do Estado de São Paulo e contou com a participação de duas professoras com aproximadamente 18 anos de diferença de tempo de magistério na Educação Básica. A Fase 1 foi constituída por cinco entrevistas consecutivas, com foco nas discussões sobre uma Situação de Aprendizagem já ministrada pela professora, antes do início de sua participação neste projeto, buscando identificar as aprendizagens esperadas, as práticas avaliativas utilizadas, as aprendizagens inferidas e as aproximações destas com os descritores da SEE-SE. A Fase 2 teve o intuito de as professoras planejarem uma sequencia didática a ser desenvolvida, destacando as aprendizagens esperadas e as práticas avaliativas a serem aplicadas. O desenvolvimento destas aulas foi gravado em audiovisual e, posteriormente, foi realizada a autoscopia com as duas professoras, para a identificação de aprendizagens efetivadas durante os episódios editados e assistidos, bem como as aproximações das mesmas com os descritores da SEE-SP. Os resultados apresentaram que frente a um variado conjunto de estratégias metodológicas, envolvendo pesquisa documental, entrevistas e, em sua minoria, dados de observação, as investigações da literatura acadêmica convergem em salientar baixos impactos das orientações e diretrizes pedagógicas, bem como restritas funções instrucionais e formativas dos resultados nas atividades profissionais dos professores.
In the current educational setting, the scientific formation is charged to the educational formation and the procedures sophistication committed with the learning metering takes on privileged position, interfering with all school process since the evaluation tools used in the school routine to the large-scaled evaluations that run the public policy related to the education. The external evaluation, large-scaled or not, elaborated out of the school environment by an institution or public power, has checking the teaching system as the goal. To guide the schools about the contents that will be evaluated in the SARESP (System of Educational Achievement Evaluation of São Paulo State) tests, reference arrays for evaluation were organized and they delimit, for each school subject, the specific skills set in the curriculum whom are constituted as evaluation targetTeaching profession is the access to a knowledge reservoir that is gradually built by the teacher, according to the imposed requirements by the teaching practice over their performance. This study aimed to feature the education public policy impacts on the teaching professional’s knowledge acquisition, through mediation processes planned among researcher and Basic Education teachers, emphasizing the estimates and the correspondence analysis between the students’ learning measures and the descriptors organized in the official documents, searching to know if these processes can be relevant to the knowledge professionals’ development, specially, the teaching professional reservoirs, named pedagogical performance knowledge. The research was fulfilled in two public schools of a town from the country side of São Paulo State and counted on two teachers’ participation who had about 18 years of difference in their teaching time in the Basic Education. Phase 1 was composed by five consecutive interviews, focused on the discussions about a Situated Learning that had already been taught by the teacher, before the beginning of their participation in this project, aiming to identify the expected learning, the evaluation practices that were used, the inferred learning and their approaches to the Education Department of São Paulo State’s (SEE-SP) descriptors. Phase 2 purposed both teachers planned a situated learning to be developed, lightening the expected learning and the evaluation practices that would be used. These lessons progress was recorded in audiovisual and, later, the autoscopy were concretized with both teachers to identify effective learning during the edited and watched episodes, as well their approaches to the SEE-SP descriptors. The results showed, among a varied set of methodological strategies that involved documental research, interviews and, in minority, observation data, the investigations of the academic literature converge to accentuate the low impacts of the orientation and the pedagogical guidelines, both the restrict instructional and training functions of the results in the teachers’ professional activities.
In the current educational setting, the scientific formation is charged to the educational formation and the procedures sophistication committed with the learning metering takes on privileged position, interfering with all school process since the evaluation tools used in the school routine to the large-scaled evaluations that run the public policy related to the education. The external evaluation, large-scaled or not, elaborated out of the school environment by an institution or public power, has checking the teaching system as the goal. To guide the schools about the contents that will be evaluated in the SARESP (System of Educational Achievement Evaluation of São Paulo State) tests, reference arrays for evaluation were organized and they delimit, for each school subject, the specific skills set in the curriculum whom are constituted as evaluation targetTeaching profession is the access to a knowledge reservoir that is gradually built by the teacher, according to the imposed requirements by the teaching practice over their performance. This study aimed to feature the education public policy impacts on the teaching professional’s knowledge acquisition, through mediation processes planned among researcher and Basic Education teachers, emphasizing the estimates and the correspondence analysis between the students’ learning measures and the descriptors organized in the official documents, searching to know if these processes can be relevant to the knowledge professionals’ development, specially, the teaching professional reservoirs, named pedagogical performance knowledge. The research was fulfilled in two public schools of a town from the country side of São Paulo State and counted on two teachers’ participation who had about 18 years of difference in their teaching time in the Basic Education. Phase 1 was composed by five consecutive interviews, focused on the discussions about a Situated Learning that had already been taught by the teacher, before the beginning of their participation in this project, aiming to identify the expected learning, the evaluation practices that were used, the inferred learning and their approaches to the Education Department of São Paulo State’s (SEE-SP) descriptors. Phase 2 purposed both teachers planned a situated learning to be developed, lightening the expected learning and the evaluation practices that would be used. These lessons progress was recorded in audiovisual and, later, the autoscopy were concretized with both teachers to identify effective learning during the edited and watched episodes, as well their approaches to the SEE-SP descriptors. The results showed, among a varied set of methodological strategies that involved documental research, interviews and, in minority, observation data, the investigations of the academic literature converge to accentuate the low impacts of the orientation and the pedagogical guidelines, both the restrict instructional and training functions of the results in the teachers’ professional activities.
Descrição
Palavras-chave
Avaliação em larga escala, Ensino de ciências, Saberes docentes, Sistema de svaliação do rendimento escolar do Estado de São Paulo (SARESP), Large-scaled evaluation, Science teaching, Teaching knowledge, System of educational achievement evaluation of São Paulo State (SARESP)