Avaliação na educação infantil: decorrências da formação continuada de duas professoras
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Data
2018-10-30
Autores
Steinle, Marlizete Cristina Bonafini
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Pertencente à Linha de Pesquisa Processos formativos, Infância e Juventude do Programa de Pós-Graduação em Educação da FCT/UNESP, esta Tese originou da premissa que se pode pensar na avaliação da aprendizagem e em seus resultados desde a Educação Infantil, e da questão que pretendeu saber se a formação continuada das professoras pré-escolares pode instrumentalizá-las teórico-metodologicamente a fim de propor indicadores avaliativos para a Educação Infantil, os quais contribuam para o processo de ensino e aprendizagem específico da infância? O objeto de estudo integra a avaliação da aprendizagem na Educação Infantil. O objetivo geral de analisar o entendimento teórico-prático das professoras pré-escolares sobre a avaliação da aprendizagem na Educação Infantil originado da formação continuada, foi detalhado nos objetivos específicos: 1) Identificar as concepções teórico-metodológicas das professoras pré-escolares referentes à avaliação da aprendizagem; 2) Compreender as dificuldades enfrentadas pelas professoras pré-escolares para avaliarem as crianças; 3) conhecer conceitos teórico-práticos sobre a avaliação da aprendizagem adquiridos pelas professoras pré-escolares em sua formação inicial e continuada; 4) Conhecer os instrumentos de avaliação e as práticas avaliativas adotadas pelas professoras participantes da pesquisa no decorrer da observação em campo. O referencial teórico se ancorou no enfoque da avaliação mediadora, no erro como processo de aprendizagem, na necessidade do registro diário na observação, na avaliação como processo contínuo e na tomada de decisão das professoras para superar as dificuldades e promover as aprendizagens das crianças. O trabalho de investigação corresponde a uma pesquisa-intervenção desenvolvida entre abril e novembro de 2016. Participaram duas professoras pré-escolares de duas escolas públicas de Educação Infantil situada no município de Cornélio Procópio. Como instrumentos de pesquisa foram utilizados levantamento bibliográfico e documental; questionário inicial aplicado às professoras participantes; observação em campo nos CMEI; quatorze encontros de Formação Continuada. Os dados foram analisados com o suporte da técnica de Análise de Conteúdo. Os resultados indicaram que: é essencial que o planejamento das professoras contenha as contribuições da avaliação; o resultado da avaliação demanda a retomada do ensino, para que a aprendizagem tenha seu fluxo contínuo; o erro quando observado pelas crianças é um dos caminhos para que ele seja superado; o erro pode ser superado pela aprendizagem e não apenas trocado pelo acerto; as professoras precisam avaliar a criança para que ela possa evoluir no seu processo de humanização e não simplesmente para promovê-la com destino ao Ensino Fundamental; a formação continuada não é um favor e nem uma concessão para as professoras, mas um compromisso da gestão pública com a qualidade da educação, entre outros. Concluo que a avaliação da aprendizagem na Educação Infantil é uma atividade educacional em construção no trabalho pedagógico das professoras pré-escolares, além de pouco discutida nos cursos de formação inicial, colaborando com equívocos teórico-metodológicos. Para a mudança dessa configuração poderá colaborar a institucionalização de políticas públicas de formação continuada que instrumentalize as professoras para a consolidação de uma avaliação mediadora, uma vez que esta respeita as especificidades da infância e promove um processo educacional com mais sentido para a criança.
Belonging to the Research Line Formative Processes, Childhood and Youth of the Graduate Program in Education of the FCT/UNESP, this originated from the premise that one can think of the evaluation of learning and results from kindergarten, and to what extent the continued training of preschool teachers can instrumentalize them theoretically and methodologically in order to contribute to the assessment practices and the process of teaching and learning in childhood. The object of study is part of the evaluation of learning in kindergarten. The general objective of analyzing the theoretical-practical understanding on the evaluation of pre-school teachers' learning, originated from the action-formation, was detailed in the following specific objectives: 1) To identify which are the theoretical-methodological conceptions of the pre-school teachers regarding the evaluation of learning, present in the answers of a semi-structured questionnaire; 2) To understand the difficulties faced by pre-school teachers to evaluate the children, expressed in their speeches, during the Continuing Education Workshops; 3) To raise theoretical-practical concepts about the evaluation of the learning acquired by the pre-school teachers, in their initial formation, during the Continuous Training Workshops; 4) To know the evaluation instruments and evaluation practices adopted by pre-school teachers, from the Continuing Education Workshops, during field observation, carried out by the researcher. The theoretical framework is anchored on the mediator assessment approach, the error as the learning process, in need of daily record of observation. The research work corresponds to a nine-month intervention survey, comprised between April and November 2016. Two pre-school teachers from two public schools of Early Childhood Education in the municipality - participated. As an instrument for generating and collecting data, a bibliographical and documentary survey was used, an initial questionnaire was applied to the participating teachers, field observation in the CMEI, in addition to the fourteen meetings of Continuing Education. The data was worked with the support of the Content Analysis technique, with the intention of analyzing and discussing how the two pre-school teachers, think about and discourse about the evaluation of learning, besides identifying evaluation practices present in their pedagogical work from of continuing education contributions. The research results indicated the need for the teachers to (re) signify the evaluation of learning in the context of Early Childhood Education; the initial training courses propose theoretical and methodological knowledge about the evaluation of the learning of the future teachers, in addition to the creation of public policies that regulate continuing education with the right and duty to practice teaching in early childhood.
Belonging to the Research Line Formative Processes, Childhood and Youth of the Graduate Program in Education of the FCT/UNESP, this originated from the premise that one can think of the evaluation of learning and results from kindergarten, and to what extent the continued training of preschool teachers can instrumentalize them theoretically and methodologically in order to contribute to the assessment practices and the process of teaching and learning in childhood. The object of study is part of the evaluation of learning in kindergarten. The general objective of analyzing the theoretical-practical understanding on the evaluation of pre-school teachers' learning, originated from the action-formation, was detailed in the following specific objectives: 1) To identify which are the theoretical-methodological conceptions of the pre-school teachers regarding the evaluation of learning, present in the answers of a semi-structured questionnaire; 2) To understand the difficulties faced by pre-school teachers to evaluate the children, expressed in their speeches, during the Continuing Education Workshops; 3) To raise theoretical-practical concepts about the evaluation of the learning acquired by the pre-school teachers, in their initial formation, during the Continuous Training Workshops; 4) To know the evaluation instruments and evaluation practices adopted by pre-school teachers, from the Continuing Education Workshops, during field observation, carried out by the researcher. The theoretical framework is anchored on the mediator assessment approach, the error as the learning process, in need of daily record of observation. The research work corresponds to a nine-month intervention survey, comprised between April and November 2016. Two pre-school teachers from two public schools of Early Childhood Education in the municipality - participated. As an instrument for generating and collecting data, a bibliographical and documentary survey was used, an initial questionnaire was applied to the participating teachers, field observation in the CMEI, in addition to the fourteen meetings of Continuing Education. The data was worked with the support of the Content Analysis technique, with the intention of analyzing and discussing how the two pre-school teachers, think about and discourse about the evaluation of learning, besides identifying evaluation practices present in their pedagogical work from of continuing education contributions. The research results indicated the need for the teachers to (re) signify the evaluation of learning in the context of Early Childhood Education; the initial training courses propose theoretical and methodological knowledge about the evaluation of the learning of the future teachers, in addition to the creation of public policies that regulate continuing education with the right and duty to practice teaching in early childhood.
Descrição
Palavras-chave
Educação, Educação infantil, Avaliação de aprendizagem, Formação continuada de professoras, Education, Child education, Evaluation of learning, Continuing teacher training