Análise de processos de formação profissional da docência no âmbito da avaliação de aprendizagem em processo
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Data
2020-05-29
Autores
Andrade, Juliana Silva de
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Universidade Estadual Paulista (Unesp)
Resumo
A implantação da Avaliação de Aprendizagem em Processo – AAP, fundamentada no Currículo Paulista, desde 2011, trouxe em seu escopo a função de fornecer a cada escola, em particular, informações pontuais sobre o desempenho de seus próprios alunos, direcionando seus ganhos e dificuldades, bem como os aspectos curriculares que exigem maior atenção, produzindo assim diagnósticos do rendimento escolar dos estudantes da rede pública de ensino paulista , visando subsidiar as unidades escolares e professores na (re)elaboração das condições de ensino ofertadas com base na análise de seus resultados. Considera-se no âmbito desta pesquisa que a consecução da proposta precípua da AAP vincula-se a investigações que ampliem a compreensão dos docentes da educação básica quanto as dimensões adotadas pela referida política pública de avaliação em larga escala, configurando-se tal compreensão como um importante componente do repertório profissional de tais docentes. A presente pesquisa, de natureza qualitativa, investigou por meio de um estudo de caso condições metodológicas que pudessem favorecer e ampliar a consecução das diretrizes propostas pelos sistemas de avaliação externa. Participou da pesquisa uma professora do 6º. ano do Ensino Fundamental, responsável pelo componente curricular de Matemática, de uma escola da rede pública do estado de São Paulo, localizada em uma cidade no interior do estado. O procedimento consistiu em cinco fases distintas, os instrumentos utilizados para a coleta de informações durante a pesquisa foram: entrevistas semiestruturadas, gravação em áudio e vídeo das aulas ministradas e realização do procedimento de autoscopia. As análises denotam que apesar do rigor e sofisticação no tratamento e nas devolutivas dos dados da AAP bem como a adesão à política educacional de avaliação em larga escala pela secretaria de educação, existem lacunas a respeito dos conhecimentos profissionais bem como fatores que dificultam a utilização da AAP no contexto da prática da professora, evidenciou-se aspectos que prenunciam a necessidade da prática de ações formativas que contribuam para o desenvolvimento e mobilização de saberes de naturezas distintas, mas igualmente relevantes para a atuação da professora e que busquem também aliar ao saber experiencial novas formas de se atuar, levando em consideração saberes da ação pedagógica.
The implementation of the Process Learning Assessment - AAP, founded on the São Paulo Curriculum, since 2011, brought in its scope the function of providing each school in particular, with specific informations about the performance of the students, directing their gains and difficulties, as well as the curricular aspects that focus more attention, thus producing diagnoses of school performance about students from the public school system in São Paulo, divided as school units and teachers in the (re)elaboration of the teaching conditions offered based on the analysis of their results. It is considered in the scope of this research that the achievement of the primary proposal of the AAP is related to investigations that broaden the understanding of basic education teachers to the dimensions adopted by the public policy of large-scale assessment, configuring such understanding as an important component professional repertoire of such teachers. This research, from a qualitative nature, investigated through a case study methodological conditions that could favor and expand the achievement of the main purpose of external evaluation systems. A 6th grade of a elementary school teacher participated in the research , responsible for the curricular component of Mathematics, of a public school in a city in the interior from the state of São Paulo. The procedure consisted of five distinct phases, the instruments used to collect information in these phases were: semi-structured interviews, audio and video recording of the classes taught and the autoscopy procedure. The analyzes show that despite the rigor and sophistication in the treatment and feedback of the AAP data, even as the adherence to the educational policy of large-scale evaluation by the education department, there are gaps regarding professional knowledge as well as factors that hinder the use of AAP in the context of the teacher's practice, the aspects that foreshadow the need for the practice of training actions who contribute to the development and mobilization of knowledge of different natures, but equally relevant to the teacher's performance and that also seek to combine with experiential knowledge new ways of acting, taking into account the knowledge of pedagogical action.
The implementation of the Process Learning Assessment - AAP, founded on the São Paulo Curriculum, since 2011, brought in its scope the function of providing each school in particular, with specific informations about the performance of the students, directing their gains and difficulties, as well as the curricular aspects that focus more attention, thus producing diagnoses of school performance about students from the public school system in São Paulo, divided as school units and teachers in the (re)elaboration of the teaching conditions offered based on the analysis of their results. It is considered in the scope of this research that the achievement of the primary proposal of the AAP is related to investigations that broaden the understanding of basic education teachers to the dimensions adopted by the public policy of large-scale assessment, configuring such understanding as an important component professional repertoire of such teachers. This research, from a qualitative nature, investigated through a case study methodological conditions that could favor and expand the achievement of the main purpose of external evaluation systems. A 6th grade of a elementary school teacher participated in the research , responsible for the curricular component of Mathematics, of a public school in a city in the interior from the state of São Paulo. The procedure consisted of five distinct phases, the instruments used to collect information in these phases were: semi-structured interviews, audio and video recording of the classes taught and the autoscopy procedure. The analyzes show that despite the rigor and sophistication in the treatment and feedback of the AAP data, even as the adherence to the educational policy of large-scale evaluation by the education department, there are gaps regarding professional knowledge as well as factors that hinder the use of AAP in the context of the teacher's practice, the aspects that foreshadow the need for the practice of training actions who contribute to the development and mobilization of knowledge of different natures, but equally relevant to the teacher's performance and that also seek to combine with experiential knowledge new ways of acting, taking into account the knowledge of pedagogical action.
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Palavras-chave
Repertórios profissionais da docência, Ensino de Matemática, Avaliação Diagnóstica, Diagnostic evaluation, Professional repertoires of teaching, Teaching of Mathematics