Avaliação do estudante: no exercício de avaliação da prática profissional
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Data
2008-03-01
Autores
Braccialli, Luzmarina Aparecida Doretto
Raphael, Hélia Sonia [UNESP]
Chirelli, Mara Quaglio
Oliveira, Maria Amélia Campos de
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade de Sorocaba
Resumo
Este estudo aborda a avaliação do exercício da prática profissional (EAPP) no curso de enfermagem da Faculdade de Medicina de Marília (Famema); tem como objetivo analisar a concepção de avaliação do professor que realizou o EAPP com estudantes de primeira a quarta séries do curso. Trata-se de um estudo qualitativo, modalidade análise de conteúdo e identificação da seguinte temática: as ambigüidades do processo de avaliação. Constata-se que a concepção do professor na avaliação no EAPP aproxima-se muito da abordagem de competência dialógica, que articula e integra resultados, atributos e contexto em situações distintas, com diferentes formas de realizar tarefas essenciais para a formação do enfermeiro. Contradições no processo avaliativo entre os professores, porém, estão presentes e necessitam ser constantemente trabalhadas.
This paper approached the evaluation of professional practice in the Nursing Program at Marilia Medical School (Famema) with the purpose of analyzing the concept of evaluation of the teacher who used the Professional Practice Evaluation (PPE) with the students of the nursing program. It was a qualitative study which focused on content analysis and the identification of ambiguities in the evaluation process. It was possible to verify that the teacher's evaluation concept of PPE was very close to the dialogic competence approach that articulates and integrates results, attributes and context in distinct situations with different ways of carrying out essential tasks in the nurse's education. However, there are contradictions about evaluation among teachers and these contradictions must be constantly revised.
This paper approached the evaluation of professional practice in the Nursing Program at Marilia Medical School (Famema) with the purpose of analyzing the concept of evaluation of the teacher who used the Professional Practice Evaluation (PPE) with the students of the nursing program. It was a qualitative study which focused on content analysis and the identification of ambiguities in the evaluation process. It was possible to verify that the teacher's evaluation concept of PPE was very close to the dialogic competence approach that articulates and integrates results, attributes and context in distinct situations with different ways of carrying out essential tasks in the nurse's education. However, there are contradictions about evaluation among teachers and these contradictions must be constantly revised.
Descrição
Palavras-chave
Avaliação, Currículo, Ensino, Inovação curricular, Enfermagem, Evaluation, Curriculum, Curricular innovation, Teaching nursing
Como citar
Avaliação: Revista da Avaliação da Educação Superior (Campinas). Universidade de Sorocaba, v. 13, n. 1, p. 101-118, 2008.