Saberes docentes, sistema de avaliação de rendimento escolar do Estado de São Paulo e ensino de Ciências: um estudo de caso a partir de situações de ensino-aprendizagem
Carregando...
Arquivos
Data
2016-02-24
Autores
Silva, Caio Samuel Franciscati da [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nas últimas décadas, observamos na literatura educacional o reconhecimento dos professores enquanto profissionais produtores de saberes derivados de sua atuação, sendo estes descritos como saberes plurais, compósitos e heterogêneos que se desenvolvem ao longo da ação docente e envolvem conhecimentos variados. Dentre os vários fatores que contribuem para o desenvolvimento dos saberes docentes, debruçar-nos-emos sobre o contexto de avaliações externas, com ênfase no Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP). Nesta perspectiva, a presente investigação tem por objetivos: compreender a especificidade e a elaboração de saberes docentes, identificando e caracterizando os saberes desenvolvidos e mobilizados face ao Currículo do Estado de São Paulo e à externa a este associado e avaliar as possíveis contribuições das interações estabelecidas entre professor e pesquisador, educação básica e academia, no que concerne à explicitação de saberes necessários à docência. Com vistas a alcançar tais objetivos, esta pesquisa conduziu um estudo de caso com uma professora de Ciências do Ensino Fundamental que atuava em uma escola de tempo integral de um município no interior do Estado de São Paulo. Para tanto, executamos observações de aulas ministradas junto a alunos de um sétimo ano (sexta série) e promovemos sessões de entrevistas semiestruturada com a docente participante, abordando em tais entrevistas temas como, por exemplo, planejamento, condução e avaliação de situações de aprendizagem e avaliação SARESP. O acervo de materiais oriundos de registros em diário de campo e transcrições de aulas e entrevistas foi compilado e analisado segundo os pressupostos da análise textual discursiva que, dentre vários aspectos, permite a reorganização textual com vistas a captar o “novo” que emerge do contexto em estudo. Os resultados indicam que os saberes docentes mobilizados e desenvolvidos pela professora participante frente à base curricular paulista são variados e ocorrem de modo parcialmente sobreposto, de modo que suas fronteiras se mostram tênues, corroborando, desta maneira, apontamentos presentes na literatura pertinente. Constatamos também que tal mobilização e desenvolvimento ocorrem, principalmente, nas situações de planejamento didático e, em menor proporção, durante a avaliação das aulas ministradas. Em relação à avaliação SARESP, os resultados nos levam a crer que a avaliação externa estadual não se configura como um contexto contingente favorecedor para o desenvolvimento de saberes docentes, uma vez que as entrevistas sobre esta temática indicam uma baixa incidência de saberes. Ainda sobre este fato, cabe destacar que as interações estabelecidas entre professora participante e pesquisador permitiram o desenvolvimento inicial de saberes docentes vinculados às relações entre SARESP e currículo paulista, sobremaneira no que se refere à presença de descritores de aprendizagem preconizados pelas matrizes de referência no cotidiano da sala de aula via competências e habilidades previstas pelas Situações de Aprendizagem presentes nos Cadernos do Professor.
In recent decades, we noted in the educational literature recognition of teachers as professional producers of knowledge derived from its operations, which are described as plural, composites and heterogeneous knowledge that develop along the teaching action and involve varied knowledge. Among the various factors that contribute to the development of teaching knowledge, we will bend upon the context of large-scale assessments, with emphasis on School Performance Evaluation System of the State of São Paulo (SARESP). In this perspective, the current research aims to: understand the specificity and the development of teaching knowledge, identifying and characterizing the developed and mobilized knowledge in relation to the curriculum of São Paulo State and the evaluation in large scale associate with it and evaluate the possible contributions of the interactions established between teacher and researcher, basic education and academia, regarding the explicitness of knowledge necessary for teaching In order to achieve these purposes, this research conducted a case study with a Science teacher of Primary Education who worked full time in a school in a municipality in the state of São Paulo. Therefore, we performed observations of classes taught with students of a seventh year (sixth grade) and promoted sessions of semi-structured interviews with the participating teacher, approached in such interviews topics such as planning, implementation and evaluation of learning situations and SARESP evaluation. The material collection arising from records in field diary and classes transcriptions and interviews was compiled and analyzed according to the assumptions of discursive textual analysis that, among several aspects, allows the textual reorganization in order to capture the "new" that emerges from the context in study. The results indicate that the teacher knowledge mobilized and developed by the participating teacher according to the Paulista curricular basis are varied and occur in a partially overlapping manner, so that its boundaries appear as tenuous, corroborating, thus, present notes in the literature. We also noted that such mobilization and development occur mainly in educational planning situations and, in a lesser proportion, during the evaluation of all classes taught. In respect to SARESP evaluation, the results lead us to believe that the state external evaluation is not configured as a favoring contingent context for the development of teaching knowledge, since the interviews on this subject indicate a low incidence of knowledge. Still on this fact, it is noteworthy that the interactions established between the participating teacher and researcher led to the initial development of teaching knowledge linked to relations between SARESP and Paulista Curriculum regarding to the presence of learning descriptors recommended by reference matrices in everyday life of classroom via skills and abilities provided by the Learning Situations present in books of the teacher.
In recent decades, we noted in the educational literature recognition of teachers as professional producers of knowledge derived from its operations, which are described as plural, composites and heterogeneous knowledge that develop along the teaching action and involve varied knowledge. Among the various factors that contribute to the development of teaching knowledge, we will bend upon the context of large-scale assessments, with emphasis on School Performance Evaluation System of the State of São Paulo (SARESP). In this perspective, the current research aims to: understand the specificity and the development of teaching knowledge, identifying and characterizing the developed and mobilized knowledge in relation to the curriculum of São Paulo State and the evaluation in large scale associate with it and evaluate the possible contributions of the interactions established between teacher and researcher, basic education and academia, regarding the explicitness of knowledge necessary for teaching In order to achieve these purposes, this research conducted a case study with a Science teacher of Primary Education who worked full time in a school in a municipality in the state of São Paulo. Therefore, we performed observations of classes taught with students of a seventh year (sixth grade) and promoted sessions of semi-structured interviews with the participating teacher, approached in such interviews topics such as planning, implementation and evaluation of learning situations and SARESP evaluation. The material collection arising from records in field diary and classes transcriptions and interviews was compiled and analyzed according to the assumptions of discursive textual analysis that, among several aspects, allows the textual reorganization in order to capture the "new" that emerges from the context in study. The results indicate that the teacher knowledge mobilized and developed by the participating teacher according to the Paulista curricular basis are varied and occur in a partially overlapping manner, so that its boundaries appear as tenuous, corroborating, thus, present notes in the literature. We also noted that such mobilization and development occur mainly in educational planning situations and, in a lesser proportion, during the evaluation of all classes taught. In respect to SARESP evaluation, the results lead us to believe that the state external evaluation is not configured as a favoring contingent context for the development of teaching knowledge, since the interviews on this subject indicate a low incidence of knowledge. Still on this fact, it is noteworthy that the interactions established between the participating teacher and researcher led to the initial development of teaching knowledge linked to relations between SARESP and Paulista Curriculum regarding to the presence of learning descriptors recommended by reference matrices in everyday life of classroom via skills and abilities provided by the Learning Situations present in books of the teacher.
Descrição
Palavras-chave
Ensino de Ciências, Avaliação externa, Saberes docentes, Currículo, Descritores de aprendizagem, Science teaching, Large scale evaluation, Teacher knowledge, Learning describers