A prática docente na avaliação da produção textual: as marcas de correção
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Data
2020-06-16
Autores
Cristo, Renata Daniela Silva de
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo, vinculado ao Programa de Pós-graduação em Educação (PPGE Mestrado) da FCT/UNESP de Presidente Prudente e à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”, visa responder a alguns questionamentos relativos à avaliação textual nas aulas de Língua Portuguesa nos quartos anos do Ensino Fundamental. Historicamente, a avaliação no contexto escolar ainda está mais inclinada para a preocupação com os percentuais de aprovação e reprovação e menos propensa a uma observação significativa da aprendizagem dos alunos, o que denota a urgente e importante necessidade de reformular as ações avaliativas de que se valem as escolas e os professores, bem como a eficácia destas no âmbito educacional. Nesse sentido, é importante que o professor reflita sobre as práticas de ensino da produção textual quanto ao ato de avaliar, uma vez que esse deve ser concebido como uma via de mão dupla, por meio da qual avaliador e avaliado se encontram em uma mesma situação: em um contínuo processo formativo. A maneira como é concebida a avaliação no espaço escolar revela também as intenções e os objetivos de quem avalia. Diante disso, este estudo buscou compreender se os critérios da Avaliação da Aprendizagem em Processo (AAP) estão presentes na prática docente. Assim, esta investigação de natureza qualitativa, do tipo estudo de caso, realizada em uma escola pública vinculada à secretaria municipal de educação de Presidente Prudente, tem como objetivo geral identificar e analisar concepções e práticas docentes no que diz respeito à avaliação textual, observando se, em suas concepções e práticas, há reflexos significativos ou não da Avaliação da Aprendizagem em Processo (AAP). De um modo geral, a análise dos dados mostrou que a linguagem como forma de interação ainda não é a concepção predominante entre as professoras participantes. No que se refere à concepção de avaliação textual, percebeu-se discursos aproximados do entendimento do ato avaliativo como um processo diagnóstico de caráter formativo. Já a concepção de correção textual, desvelou distanciamentos entre as respostas emitidas e o referencial teórico, expondo que as práticas investigadas se organizam de maneira monológica, dialógica e parcial/mista. Chegou-se também à reflexão de que AAP, embora de natureza formativa, é pautada em alguns critérios superficiais estabelecidos para a correção da coerência, coesão, pontuação e ortografia. Compreende-se que o docente precisa se envolver no processo de correção textual de modo dialógico, por meio bilhetes, comentários, anotações que indiquem e classifiquem a natureza das adequações a serem realizadas. Contudo, a AAP não apresenta tais características em sua proposta e não oferece ao professor instruções de como produzir e usar esses recursos na contemplação dos critérios de correção. Assim, foi possível concluir que a AAP, no contexto desta pesquisa, não parece contribuir para melhorar a prática docente no que diz respeito à correção textual.
The present study, bound to the Graduate Program in Education (Masters) of FCT/UNESP of Presidente Prudente and linked to the research line “Formative Process, Teaching and Learning”, aims to answer some questions related to textual evaluation in classes of Portuguese language in the fourth years of elementary school. Historically, evaluation in the school context is still more inclined to the concern with the percentages of approval and disapproval and less prone to a significant observation of students' learning, which denotes the urgent and important need to reformulate the evaluation actions taken by schools and teachers, as well as their effectiveness in the educational sphere. In this sense, it is important that the teacher reflects on the teaching practices of textual production regarding the act of evaluating, since it should be conceived as a two-way street, through which evaluator and evaluated are in the same situation: in a continuous formative process. The way the evaluation is conceived in the school space also reveals the intentions and aims of those who evaluate. Therefore, we seek to understand whether the criteria of the Evaluation of Learning in Process (ELP) are present in teaching practice. In this manner, this qualitative investigation, case study type, held place in a public school linked to the municipal education department of Presidente Prudente, has as general aim to identify and analyze teachers' conceptions and practices regarding textual evaluation, observing whether, in their conceptions and practices, there are significant reflections or not of the Evaluation of Learning in Process (ELP). In general, data analysis showed that language as a form of interaction is not yet the predominant conception among the participating teachers. Considering the conception of textual evaluation, we perceive similar discourses understanding the evaluative act as a diagnostic process of formative character. The conception of textual correction revealed distances between the answers given and the theoretical framework, exposing that the investigated practices are organized in a monological, dialogical and partial/mixed manner. We also come to the reflection that ELP, though a formative character, is based on some superficial criteria established for the correction of coherence, cohesion, punctuation and spelling. We understand that the teacher needs to be involved in the process of textual correction in a dialogical way, through notes, comments, annotations that indicate and classify the character of the adjustments to be made. However, the ELP does not present such characteristics in its plan and does not offer the teacher instructions on how to produce and use these resources in contemplation of the correction criteria. Thus, it was possible to conclude that ELP, in the context of this research, does not seem to contribute to improve teaching practice with regarding textual correction.
The present study, bound to the Graduate Program in Education (Masters) of FCT/UNESP of Presidente Prudente and linked to the research line “Formative Process, Teaching and Learning”, aims to answer some questions related to textual evaluation in classes of Portuguese language in the fourth years of elementary school. Historically, evaluation in the school context is still more inclined to the concern with the percentages of approval and disapproval and less prone to a significant observation of students' learning, which denotes the urgent and important need to reformulate the evaluation actions taken by schools and teachers, as well as their effectiveness in the educational sphere. In this sense, it is important that the teacher reflects on the teaching practices of textual production regarding the act of evaluating, since it should be conceived as a two-way street, through which evaluator and evaluated are in the same situation: in a continuous formative process. The way the evaluation is conceived in the school space also reveals the intentions and aims of those who evaluate. Therefore, we seek to understand whether the criteria of the Evaluation of Learning in Process (ELP) are present in teaching practice. In this manner, this qualitative investigation, case study type, held place in a public school linked to the municipal education department of Presidente Prudente, has as general aim to identify and analyze teachers' conceptions and practices regarding textual evaluation, observing whether, in their conceptions and practices, there are significant reflections or not of the Evaluation of Learning in Process (ELP). In general, data analysis showed that language as a form of interaction is not yet the predominant conception among the participating teachers. Considering the conception of textual evaluation, we perceive similar discourses understanding the evaluative act as a diagnostic process of formative character. The conception of textual correction revealed distances between the answers given and the theoretical framework, exposing that the investigated practices are organized in a monological, dialogical and partial/mixed manner. We also come to the reflection that ELP, though a formative character, is based on some superficial criteria established for the correction of coherence, cohesion, punctuation and spelling. We understand that the teacher needs to be involved in the process of textual correction in a dialogical way, through notes, comments, annotations that indicate and classify the character of the adjustments to be made. However, the ELP does not present such characteristics in its plan and does not offer the teacher instructions on how to produce and use these resources in contemplation of the correction criteria. Thus, it was possible to conclude that ELP, in the context of this research, does not seem to contribute to improve teaching practice with regarding textual correction.
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Palavras-chave
Avaliação textual, Marcas de correção, Critérios de correção, Ensino da produção de texto, Formação docente, Textual evaluation, Correction marks, Correction criteria, Teaching text production, Teacher training