Concepções e práticas de professores de Ciências sobre avaliação da aprendizagem
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Data
2014-02-27
Autores
Affonso, Dalva Mariana
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O contexto discursivo da aula de ciências tem sido alvo de diversas pesquisas, em especial no que tange às interações entre professores e alunos visando à construção de conhecimentos científicos. As diferentes linguagens e discursos que circulam no contexto pedagógico também ganham destaque. Dentre os padrões de discurso existentes na sala de aula, está a avaliação da aprendizagem, que pode ter vários significados, dependendo de quem a está conceituando. No ensino de ciências, objetiva-se que o processo avaliativo seja construído e focado no desenvolvimento cognitivo dos alunos, e não na aferição de amontoados de conteúdos como produto desse processo. Nesse sentido, esta pesquisa aborda o processo avaliativo sob a ótica de licenciados em ciências naturais - professores efetivos de uma escola estadual pública do interior do estado de São Paulo. O trabalho foca primordialmente as concepções teóricas e práticas do professor sobre a avaliação da aprendizagem, as quais foram analisadas na perspectiva da teoria da ação mediada de Wertsch, utilizando-se também os conceitos de educação de Vygotsky. A abordagem metodológica deste trabalho é qualitativa, com análise de conteúdo dos dados. Os resultados apontaram que a escolha e a falta de coesão na metodologia de ensino influenciam a prática avaliativa no cotidiano do professor e a sua percepção de aprendizagem dos alunos. Percebe-se, ademais, que a escola exerce um poder muito forte no processo avaliativo. Destarte, concluiu-se que os docentes tanto anseiam por mudanças em suas práticas pedagógicas como transformam seus métodos visando à aprendizagem dos alunos
The learning assessment is the one among the many speech genre in school. In the meantime, the assessment process can have several meaning, this will depend of whom is defining it. The Science teaching aims that assessment tasks must be designed to gather evidence of students’ abilities, to apply the skills and their understanding of the cross-cutting concepts in the contexts of problems. In order to, that the topic of discussion from this research it be the assessment process from a Science teachers’ perspectives those who are permanent teachers in a public school from state inner São Paulo, Brazil. The special aim of this work was bring teachers’ conceptions about learning assessment. The pedagogical perceptions from Science teachers were analized in the theory of mediated action from Wertsch’s perspective. Also, these results were analyzed from Vygotsky’s educational conceptions prospect. The methodological approach was qualitative with content analisis of data. Thus, the results indicated that the teaching methods were deficient and this kind of deficiences were very important in choice of assessment methods for the teachers. Furthermore, the school board has na importante power in the assessment process. To conclude, the research gave evidences of that these teachers desire have for changes in their practices and they come changing their methods aiming the student learning
The learning assessment is the one among the many speech genre in school. In the meantime, the assessment process can have several meaning, this will depend of whom is defining it. The Science teaching aims that assessment tasks must be designed to gather evidence of students’ abilities, to apply the skills and their understanding of the cross-cutting concepts in the contexts of problems. In order to, that the topic of discussion from this research it be the assessment process from a Science teachers’ perspectives those who are permanent teachers in a public school from state inner São Paulo, Brazil. The special aim of this work was bring teachers’ conceptions about learning assessment. The pedagogical perceptions from Science teachers were analized in the theory of mediated action from Wertsch’s perspective. Also, these results were analyzed from Vygotsky’s educational conceptions prospect. The methodological approach was qualitative with content analisis of data. Thus, the results indicated that the teaching methods were deficient and this kind of deficiences were very important in choice of assessment methods for the teachers. Furthermore, the school board has na importante power in the assessment process. To conclude, the research gave evidences of that these teachers desire have for changes in their practices and they come changing their methods aiming the student learning
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Palavras-chave
Ensino de Ciências, Avaliação de aprendizagem, Teoria da ação mediada, Professores, Alunos, Interação, Science teaching, Learning assessment, Theory of mediated action