Avaliação funcional descritiva para professores e o ensino-aprendizagem de matemática no ensino fundamental
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Data
2018-03-28
Autores
Esperança, Mariana Fachini
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Programa São Paulo Faz Escola implantou nas escolas da rede pública estadual materiais de apoio para as atividades docentes, cujo objetivo é determinar a prioridade de práticas profissionais diretamente voltadas para o planejamento e a execução de condições de ensino e de avaliação das aprendizagens preconizadas. O objetivo desta pesquisa consistiu em ensinar repertórios que definem a execução de Avaliação Funcional Descritiva a professores que ministram conteúdos de Matemática no 6º e no 9º anos do Ensino Fundamental com base em tais materiais, por meio da identificação e derivação de aprendizagens intermediárias aos comportamentos objetivo das habilidades preconizadas nos documentos oficiais e pelo uso de videofeedback dos episódios gravados em sala de aula. Participaram dois professores de diferentes escolas da rede pública estadual de um município do interior do Estado de São Paulo. O procedimento foi dividido em quatro fases consecutivas. Na primeira fase, os professores descreveram as habilidades nas quais os alunos apresentavam dificuldades e identificaram nos materiais de apoio as habilidades correspondentes às dificuldades. Na segunda fase, foi realizada a decomposição comportamental das habilidades em comportamentos intermediários. Na terceira fase, foi realizada a filmagem de uma Situação de Ensino–Aprendizagem ministrada pelos professores sem intervenção no planejamento e na execução por parte da pesquisadora. Após a filmagem, os participantes apontaram os elementos constitutivos das aprendizagens dos alunos priorizadas nas aulas filmadas. Na quarta fase, a participante 1 (P1) foi exposta a uma entrevista sobre os instrumentos de avaliação elaborados por ela considerando dados de vídeo e de discussão obtidos anteriormente. Com a participante 2 (P2), além da exposição à entrevista, ocorreu a filmagem de uma nova aula e as discussões sobre episódios editados de tais registros. A principal dificuldade relatada pelos participantes na Fase 1 foi a leitura e a interpretação de textos com conteúdos de Matemática nos materiais de apoio. Os participantes descreveram repertórios (habilidades precedentes e constituintes) das habilidades explicitadas nos materiais de apoio. O contato com interpretações funcionais dos registros das aulas na Fase 3 mostrou-se insuficiente para o estabelecimento de relatos verbais dos professores sobre possíveis relações funcionais entre as práticas didáticas adotadas e os desempenhos dos alunos. No entanto, sob tais condições foram registrados relatos de P1 vinculando características dos desempenhos dos alunos com as práticas didáticas por ela emitidas, sendo que tais vinculações foram mais consistentes na Fase 4. Com P2, tais vinculações ocorreram somente na Fase 4, nas discussões diante dos registros da segunda filmagem. Os resultados mostram-se pouco suficientes para a promoção de interpretação funcional entre a execução de suas condições didáticas e a produção de medidas comportamentais condizentes com as habilidades preconizadas. Com isso, as pequenas mudanças nos relatos verbais dos participantes, que favoreçam a avaliação funcional descritiva de seus comportamentos com o desempenho dos alunos, salientam o desenvolvimento de condições formativas profissionais fundamentais para o processo de Ensino-Aprendizagem.
The "São Paulo Faz Escola" Program, implemented in the public schools, the materials of support for teaching activity, which determine the priority of professional practices directly oriented to the planning and execution of conditions of teaching and evaluation of the recommended learning. The objective of this research was to teach repertories that define the execution of descriptive functional evaluation to teachers who teach mathematics contents of the 6th and 9th year of elementary school, through the identification and derivation of intermediate learning to the objective behaviors of the recommended skills in the official documents and by using of videofeedback of episodes recorded in the classroom. Two teachers participated in different schools of the state public network in a city in the State of São Paulo. The procedure was divided into four consecutive phases. In the first phase, the teachers described the abilities in which the students present difficulties and identified, in the materials of support, the abilities corresponding to the difficulties. In the second phase, the behavioral decomposition of the abilities in intermediate behaviors was performed. In the third phase, was filmed a teaching-learning situation taught by teachers, without intervention in planning and execution by the researcher. After filming, the participants pointed out the constitutive elements of the students' n prioritized in the filmed classes. In the fourth phase,. For the partipant 1 (P1), the interview about the evaluation process was carried out based on video data and previous discussions. For the participant 2 (P2) besides the interview a new lesson was filmed and the discussion of the edited episodes of the records was carried out. The main difficulty reported by the participants in phase 1 was the reading and interpretation of the mathematical texts of the supporting materials. Participants decribed the repertoires (precedents and constituents abilities) of the abilities explicited in the support materials. The Phase 3 Functional Assessment Model did not show the establishment of verbal reports of the participants under the functional relations of their didactic practices, however, it produced changes in the speech of P1 about some effects of their behaviors with her didactic practices, which were more consistent in phase 4. P2 only presented changes in the speeches in phase 4, after the presentation of the second filming. The results are barely enough to promote the functional interpretation among the execution of didactic conditions and the production of behavior measures consistent with preconized abilities. Therefore, the small changes in the participant’s verbal report, which support the descriptve functional evaluation of their behaviors with the student´s performance, show the need of development of fundamental professional training conditions for the teaching-learning process.
The "São Paulo Faz Escola" Program, implemented in the public schools, the materials of support for teaching activity, which determine the priority of professional practices directly oriented to the planning and execution of conditions of teaching and evaluation of the recommended learning. The objective of this research was to teach repertories that define the execution of descriptive functional evaluation to teachers who teach mathematics contents of the 6th and 9th year of elementary school, through the identification and derivation of intermediate learning to the objective behaviors of the recommended skills in the official documents and by using of videofeedback of episodes recorded in the classroom. Two teachers participated in different schools of the state public network in a city in the State of São Paulo. The procedure was divided into four consecutive phases. In the first phase, the teachers described the abilities in which the students present difficulties and identified, in the materials of support, the abilities corresponding to the difficulties. In the second phase, the behavioral decomposition of the abilities in intermediate behaviors was performed. In the third phase, was filmed a teaching-learning situation taught by teachers, without intervention in planning and execution by the researcher. After filming, the participants pointed out the constitutive elements of the students' n prioritized in the filmed classes. In the fourth phase,. For the partipant 1 (P1), the interview about the evaluation process was carried out based on video data and previous discussions. For the participant 2 (P2) besides the interview a new lesson was filmed and the discussion of the edited episodes of the records was carried out. The main difficulty reported by the participants in phase 1 was the reading and interpretation of the mathematical texts of the supporting materials. Participants decribed the repertoires (precedents and constituents abilities) of the abilities explicited in the support materials. The Phase 3 Functional Assessment Model did not show the establishment of verbal reports of the participants under the functional relations of their didactic practices, however, it produced changes in the speech of P1 about some effects of their behaviors with her didactic practices, which were more consistent in phase 4. P2 only presented changes in the speeches in phase 4, after the presentation of the second filming. The results are barely enough to promote the functional interpretation among the execution of didactic conditions and the production of behavior measures consistent with preconized abilities. Therefore, the small changes in the participant’s verbal report, which support the descriptve functional evaluation of their behaviors with the student´s performance, show the need of development of fundamental professional training conditions for the teaching-learning process.
Descrição
Palavras-chave
Formação de professores, Avaliação funcional descritiva, Videofeedback, Teacher training, Descriptive functional evaluation