As práticas da avaliação da aprendizagem na Escola de Ensino Fundamental (EMEF) Amorim Lima
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Data
2022-01-11
Autores
Santos, Júlio Cesar Villar dos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Considerando a avaliação como elemento integrante no processo de ensino- aprendizagem, propõe-se um levantamento no presente trabalho, a fim de considerar sobre possíveis métodos de avaliação da aprendizagem, que se distinguem do modelo tradicional podendo então contribuir para a efetiva aprendizagem de alunos, assim como, para uma constatação, por parte da gestão escolar, das dificuldades a serem superadas nas práticas pedagógicas vigentes. Sabendo do escasso número de escolas que adotam em suas ações uma concreta gestão democrática, o levantamento a seguir apresentado opta por um recorte, em que procura investigar como se dão as práticas de avaliação da aprendizagem empregadas pela Escola Municipal de Ensino Fundamental (EMEF) Desembargador Amorim Lima, localizada na cidade de São Paulo. Dessa maneira, esta pesquisa tempor objetivo compreender e analisar as práticas avaliativas da referida escola, destacada por ter uma organização do trabalho pedagógico diferenciada e democrática, bem como pela prática de uma gestão democrática social e política. Para tanto, o estudo se desenvolveu por meio de revisão bibliográfica e análise do PPP da escola Amorim Lima, a partir de uma abordagem qualitativa. Os resultados evidenciam que a escola tem como avaliação práticas não convencionais, como entrega de trabalhos e roteiros de pesquisa, a correção das mesmas não classifica os estudantes nem lhes atribui um numeral como nota. Desta maneira, a instituição foge às práticas avaliativas tradicionais.
Considering the assessment as an integral element in the teaching-learning process, a survey is proposed in this work, in order to consider possible methods of learning assessment, which differ from the traditional model and can then contribute to the effective learning of students, as well as, for an observation, by the school management, of the difficulties to be overcome in the current pedagogical practices. Knowing the small number of schools that adopt concrete democratic management in their actions, the survey presented below opts for a cut view, in which it seeks to investigate how the learning assessment practices employed by the Municipal Elementary School (EMEF) occur. Amorim Lima, located in the city of São Paulo. Thus, this research aims to understand and analyze the evaluative practices of that school, highlighted by having a differentiated and democratic organization of pedagogical work, as well as the practice of a democratic social and political management. Therefore, the study was developed through a bibliographical review and analysis of Amorim Lima school’s PPP from a qualitative approach. The results demonstrate that the school has non-conventional practices as assessment, such as the delivery of paperwork and research scripts. It’s correction does not classify the students or assign them a numeral grade. In this way, the institution escapes traditional assessment practices.
Considering the assessment as an integral element in the teaching-learning process, a survey is proposed in this work, in order to consider possible methods of learning assessment, which differ from the traditional model and can then contribute to the effective learning of students, as well as, for an observation, by the school management, of the difficulties to be overcome in the current pedagogical practices. Knowing the small number of schools that adopt concrete democratic management in their actions, the survey presented below opts for a cut view, in which it seeks to investigate how the learning assessment practices employed by the Municipal Elementary School (EMEF) occur. Amorim Lima, located in the city of São Paulo. Thus, this research aims to understand and analyze the evaluative practices of that school, highlighted by having a differentiated and democratic organization of pedagogical work, as well as the practice of a democratic social and political management. Therefore, the study was developed through a bibliographical review and analysis of Amorim Lima school’s PPP from a qualitative approach. The results demonstrate that the school has non-conventional practices as assessment, such as the delivery of paperwork and research scripts. It’s correction does not classify the students or assign them a numeral grade. In this way, the institution escapes traditional assessment practices.
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Palavras-chave
Avaliação escolar, Ensino-aprendizagem, EMEF Desembargador Amorim Lima, School assessment, Teaching-learning