Análise de incidência do SAEB sobre a atuação profissional do professor nos anos iniciais sobre o ensino fundamental
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Data
2013-02-28
Autores
Cavalieri, Alessandra Moreira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Sistema de Avaliação da Educação Básica (SAEB) foi implantado no Brasil em meados da década de 90, como política pública visando monitorar e contribuir com a qualidade do ensino. Porem, nos últimos anos, o SAEB ganhou centralidade nas discussões sobre a qualidade da educação, devido principalmente ao estabelecimento de metas para a melhoria do Índice de Desenvolvimento da Educação Básica (IDEB). Esta pesquisa teve como objetivo analisar as incidência de tais dimensões do SAEB na atuação profissional do professor no ciclo inicial do ensino fundamental. O percurso metodológico dessa pesquisa dividiu-se em três fases. A Fase 1 objetivou obter informações a respeito do planejamento de ensino da professora. A Fase 2 consistiu na observação de aulas ministradas pela professora e em apresentar a tabulação dos registros das aulas observadas para que a professora realizasse possíveis correções e acréscimos. A Fase 3 compreendeu um conjunto de discussões da pesquisadora com a professora participante sobre tópicos, descritores e exemplos de itens da Prova Brasil, com ênfase na proposição, pela professora, de correspondências entre as dimensões do SAEB e as atividades efetuadas nas Fases 1 e 2 do projeto. Na coleta de dados foram realizadas entrevistas com gravações em áudio (Faes 1 e 3) e observações de aulas ministradas pela professora participante da pesquisa (Fase 2). os resultados das duas fases iniciais salientaram práticas profissionais distantes e não subordinadas à diretrizes e dimensões do SAEB em termos dos relatos e das ações da professora. Em termos das práticas foram constatadas ações da professora consistentes com o desenvolvimento de medidas comportamentais dos descritores. Na Fase 3, os relatos da professora sobre relações entre dimensões do SAEB (tópicos, descritores e exemplos de itens) e suas práticas profissionais evidenciaram...
The Evaluation System (SAEB) was implemented in Brazil in the mid-90s, as a public policy aiming to monitor and contribute to the quality of education. However, in recent years, SAEB gained centrality in discussions about the quality of education, mainly due to setting goals for improving the Index of Basic Education Development (IDEB). This study aimed to evaluate implications of such dimensions SAEB in professional performance of teachers in the initial cycle of primary education. The methodological approach of this research was divided into three phases. Phase 1 was aimed at obtaining information about the planning of teacher education. Phase 2 consisted of the observation of classes laught by the teacher and present the tabulation of the classes observed records for the teacher carry out possible corrections and additions. Phase 3 consisted of a series of discussions with the teacher researcher on topics, descriptions and examples of items Proof of Brazil, with emphasis on the proposition, the teacher, the correspondence between the dimensions of SAEB and activities carried out in Phases 1 and 2 the project. In data collection, interviews were conducted with audio recordings (Phases 1 and 3) and observations of classes taught by teacher research participant (Phase 2). The results of the two initial phases stressed distant professional practices and guidelines and not subject to the dimensions of SAEB in terms of reports and actions of the teacher. In terms of practical actions of the teacher were found consistent with the development of measures of behavioral descriptors. In Phase 3, the teacher reports on relations between dimensions SAEB (threads, descriptors and examples of items) and their professional practices showed oscillation between positions sometimes consistent, sometimes separate and incompatible. Taken together, the data diverge from models that suggest... (Complete abstract click electronic access below)
The Evaluation System (SAEB) was implemented in Brazil in the mid-90s, as a public policy aiming to monitor and contribute to the quality of education. However, in recent years, SAEB gained centrality in discussions about the quality of education, mainly due to setting goals for improving the Index of Basic Education Development (IDEB). This study aimed to evaluate implications of such dimensions SAEB in professional performance of teachers in the initial cycle of primary education. The methodological approach of this research was divided into three phases. Phase 1 was aimed at obtaining information about the planning of teacher education. Phase 2 consisted of the observation of classes laught by the teacher and present the tabulation of the classes observed records for the teacher carry out possible corrections and additions. Phase 3 consisted of a series of discussions with the teacher researcher on topics, descriptions and examples of items Proof of Brazil, with emphasis on the proposition, the teacher, the correspondence between the dimensions of SAEB and activities carried out in Phases 1 and 2 the project. In data collection, interviews were conducted with audio recordings (Phases 1 and 3) and observations of classes taught by teacher research participant (Phase 2). The results of the two initial phases stressed distant professional practices and guidelines and not subject to the dimensions of SAEB in terms of reports and actions of the teacher. In terms of practical actions of the teacher were found consistent with the development of measures of behavioral descriptors. In Phase 3, the teacher reports on relations between dimensions SAEB (threads, descriptors and examples of items) and their professional practices showed oscillation between positions sometimes consistent, sometimes separate and incompatible. Taken together, the data diverge from models that suggest... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Avaliação educacional, Professores - Formação, Língua portuguesa, Educação permanente, Education - Evaluation
Como citar
CAVALIERI, Alessandra Moreira. Análise de incidência do SAEB sobre a atuação profissional do professor nos anos iniciais sobre o ensino fundamental. 2013. 120 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências de Bauru, 2013.