Organização do trabalho pedagógico docente em uma perspectiva de metodologia ativa e avaliação processual
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Data
2021-03-03
Autores
Lima, Anderson de
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa que aqui se apresenta teve como objetivos centrais compreender e evidenciar as relações entre metodologia ativa de ensino-aprendizagem e avaliação processual como faces de uma mesma prática pedagógica e contribuir com as possibilidades que decorrem de um trabalho com metodologias ativas no contexto universitário pensado a partir das relações que se estabelecem entre Projeto Político Pedagógico/ Metodologias Ativas de Ensino e Aprendizagem/ Avaliação da Aprendizagem. Buscou-se também compreender o trabalho docente universitário e suas características na perspectiva de ação formativa e, por isso pedagógica e caracterizar os processos avaliativos no ensino universitário em uma perspectiva histórica refletindo sobre seus pressupostos e implicações. Caracteriza-se como uma pesquisa qualitativa realizada por meio de um estudo de caso em um curso de Bacharelado em Odontologia de uma instituição universitária pública do interior do estado de São Paulo. Teve como instrumentos metodológicos a realização de entrevistas com docentes, a análise do Projeto Pedagógico da instituição, o acompanhamento em campo das aulas dos professores participantes da pesquisa e a realização de grupo focal com os mesmos docentes. Por meio da análise de conteúdo foram traçadas quatro categorias de análise: as concepções de docência no ensino superior; as concepções de ensino-aprendizagem; episódios de ações e métodos ativos e procedimentos avaliativos e seus critérios e instrumentos. A tese de que as ações metodológicas ativas somente são significativas em meio a processos avaliativos processuais se delineou a partir de uma série de constatações que perpassam desde a concepção de ensino e aprendizagem e chegam até o modo como se entende o próprio papel de professores e estudantes no contexto do processo formativo no ensino superior. Além de uma clara ideia dos movimentos que representam as buscas constantes por mudanças metodológicas e avaliativas, foram vivenciados e tornaram-se objeto de reflexão a importância e o significado de um trabalho pedagógico coletivo e sistemático como foco fundamental da docência universitária.
The present research has as main purposes to understand and highlight the relations between active methodology of teaching-learning and procedural evaluation as faces of the same pedagogical practice, and to contribute with the possibilities that result from a work with active methodologies in the university context thought from the relations established between Pedagogical Political Project/ Active Methodologies of Teaching and Learning/ Learning Evaluation. It is also sought to understand the university teaching work and its characteristics in the perspective of the formative action and, therefore, pedagogical, and to characterize the evaluation processes in the university teaching in a historical perspective reflecting on its assumptions and implications. It is characterized as a qualitative research carried out through a study of a case in a Bachelor's Degree in Dentistry course of a public university institution in the state of São Paulo. As methodological instruments, it had interviews with professors, the analysis of the Pedagogical Project of the institution, the field monitoring of the classes of the professors participating in the research, and the implementation of a focus group with the same professors. Through content analysis, four categories of analysis were made: the conceptions of teaching in higher education; the teaching-learning concepts; episodes of actions and active methods, and evaluation procedures and its criteria and instruments. The thesis that active methodological actions are only significant in the midst of procedural evaluative processes was outlined from a series of findings that go from the conception of teaching and learning to how the role of teachers and students is understood in the context of the formative process in higher education. In addition to a clear idea of the movements that represent the constant search for methodological and evaluative changes, the importance and meaning of collective and systematic pedagogical work as a fundamental focus of university teaching were experienced and became an object of reflection.
The present research has as main purposes to understand and highlight the relations between active methodology of teaching-learning and procedural evaluation as faces of the same pedagogical practice, and to contribute with the possibilities that result from a work with active methodologies in the university context thought from the relations established between Pedagogical Political Project/ Active Methodologies of Teaching and Learning/ Learning Evaluation. It is also sought to understand the university teaching work and its characteristics in the perspective of the formative action and, therefore, pedagogical, and to characterize the evaluation processes in the university teaching in a historical perspective reflecting on its assumptions and implications. It is characterized as a qualitative research carried out through a study of a case in a Bachelor's Degree in Dentistry course of a public university institution in the state of São Paulo. As methodological instruments, it had interviews with professors, the analysis of the Pedagogical Project of the institution, the field monitoring of the classes of the professors participating in the research, and the implementation of a focus group with the same professors. Through content analysis, four categories of analysis were made: the conceptions of teaching in higher education; the teaching-learning concepts; episodes of actions and active methods, and evaluation procedures and its criteria and instruments. The thesis that active methodological actions are only significant in the midst of procedural evaluative processes was outlined from a series of findings that go from the conception of teaching and learning to how the role of teachers and students is understood in the context of the formative process in higher education. In addition to a clear idea of the movements that represent the constant search for methodological and evaluative changes, the importance and meaning of collective and systematic pedagogical work as a fundamental focus of university teaching were experienced and became an object of reflection.
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Palavras-chave
Metodologia de ensino, Avaliação da aprendizagem, Docência universitária, Concepções e procedimentos, Teaching methodology, Learning assessment, University teaching, Conceptions and procedures