A produção científica sobre afetividade e avaliação na educação: construindo possibilidades
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Data
2022-01-10
Autores
Faria, Júlia Costa de
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Universidade Estadual Paulista (Unesp)
Resumo
No campo da educação, as questões da dimensão afetiva têm sido, historicamente, ofuscadas pela atenção dada ao desenvolvimento cognitivo dos alunos. Contudo, há muito tem sido reivindicada a importância da afetividade para a formação integral dos sujeitos e para a resolução de conflitos em situações de ensino. Não obstante, são antigos os relatos sobre os sofrimentos dos alunos frente a momentos de avaliação da aprendizagem, intimamente relacionados aos objetivos e práticas avaliativas somativas. Considerando-se a falta da discussão do tema da afetividade entre os currículos de formação de professores, o presente trabalho teve como objetivo identificar, através de pesquisa qualitativa de levantamento bibliográfico, as atuais características da produção científica na temática pelo campo da educação e seu cruzamento com os estudos em avaliação da aprendizagem. Tendo sido selecionados artigos publicados entre 2009 e 2019 em revistas nacionais avaliadas pela CAPES como “B1” - quadriênio de referência 2013-2016 -, foram levantados dados para a identificação e análise da quantidade de publicações por ano, dos periódicos em que foram publicados, dos autores mais relevantes na produção do tema, das noções e conceitos de afetividade utilizados, além de terem sido observadas as relações entre afetividade e avaliação da aprendizagem presentes nas obras. De forma geral, confirmaram-se tendências históricas na pesquisa em afetividade no campo educacional, com baixa relevância do tema entre os periódicos “B1”, concentração da produção científica na região sudeste, pouca articulação com os estudos em avaliação, e noções e conceitos de afetividade variados (das teorias do desenvolvimento humano até noções próprias de cada autor).
In the field of education, the cognitive development of students has historically overshadowed issues concerning the affective dimension. However, the importance of affectivity has long been claimed for its part in the integral constitution of subjects and in conflict resolution inside teaching situations. Nevertheless, the suffering of students during and because of tradicional learning evaluations has been thoroughly reported. Considering the lack of discussion surrounding the affectivity theme among the teacher education curriculum, this paper aimed to identify, through bibliographic research, the current characteristics of scientific production regarding the theme inside the education field and its relation with studies about learning evaluation. There were selected articles published between 2009 and 2019 by national journals, which were evaluated by CAPES as "B1" - reference quadriennium 2013-2016. Data was collected for the identification and analysis of the amount of yearly publications among the selected journals, of the most relevant authors in this particular theme's production, of the notions and concepts of affectivity used, in addition to the observation of the different relations established between affectivity and learning evaluation present in the papers. In a general sense, historical trends in this theme's research, inside the field of education, have been confirmed, as well as a low relevance of the theme among the "B1" journals. The concentration of scientific production in the Southeast region of Brazil was also confirmed, along with little articulation with the studies concerning learning evaluation and various notions and concepts of affectivity (from theories of human development until notions specific to each author).
In the field of education, the cognitive development of students has historically overshadowed issues concerning the affective dimension. However, the importance of affectivity has long been claimed for its part in the integral constitution of subjects and in conflict resolution inside teaching situations. Nevertheless, the suffering of students during and because of tradicional learning evaluations has been thoroughly reported. Considering the lack of discussion surrounding the affectivity theme among the teacher education curriculum, this paper aimed to identify, through bibliographic research, the current characteristics of scientific production regarding the theme inside the education field and its relation with studies about learning evaluation. There were selected articles published between 2009 and 2019 by national journals, which were evaluated by CAPES as "B1" - reference quadriennium 2013-2016. Data was collected for the identification and analysis of the amount of yearly publications among the selected journals, of the most relevant authors in this particular theme's production, of the notions and concepts of affectivity used, in addition to the observation of the different relations established between affectivity and learning evaluation present in the papers. In a general sense, historical trends in this theme's research, inside the field of education, have been confirmed, as well as a low relevance of the theme among the "B1" journals. The concentration of scientific production in the Southeast region of Brazil was also confirmed, along with little articulation with the studies concerning learning evaluation and various notions and concepts of affectivity (from theories of human development until notions specific to each author).
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Palavras-chave
Educação, Avaliação educacional, Afeto, Affectivity, Learning evaluation, Education