Significados e funções da avaliação da aprendizagem escolar
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Tipo
Artigo
Classficação
Nível teórico
Data
2012
ORCID
Título do Períodico
Roteiro
ISSN
2177-6059
Página(s)/e-location
243-264
Idioma(s)
pt
Fonte
Fonte
Joaçaba
37
2
jul./dez.
37
2
jul./dez.
Coleções
Resumo
Este artigo tem como objetivo apresentar os resultados de um estudo qualitativo sobre significados e funções da avaliação da aprendizagem escolar do aluno do Ensino Fundamental no entendimento dos pais, professores e alunos, realizado em duas escolas do município de Chapecó, Oeste do Estado de Santa Catarina, nos anos de 2009 e 2010. Os dados foram coletados por meio de grupos focais. A amostra incluiu dezenove sujeitos: seis alunos, seis professores e sete pais. O tema foi abordado a partir de um roteiro de cinco perguntas. Os resultados do estudo demonstraram que há semelhanças e diferenças no entendimento dos significados e funções da avaliação da aprendizagem escolar pelos diferentes grupos de sujeitos. As semelhanças incluem: valorização da nota; avaliação como provas, testes e trabalhos; comparação, classificação e seleção dos alunos; avaliação como reprodução dos valores sociais dentro da escola por força do sistema; componente curricular que mostra o grau de retenção dos conteúdos e o comportamento dos alunos. As diferenças estão circunscritas na perspectivação dos sujeitos. Os pais entendem a avaliação da aprendizagem escolar como um indicador do sucesso dos filhos no futuro; os professores entendem a avaliação da aprendizagem escolar como componente curricular de natureza complexa e de caráter normativo que os leva a transitar entre a lógica do processo e a do resultado; os alunos entendem a avaliação da aprendizagem escolar como cobrança de conteúdos e comportamentos por meio de métodos e procedimentos contraditórios que podem afetar sua vida, dentro e fora da escola, agora e no futuro.
This dissertation consists of a qualitative exploratory study whose ob-jective was to identify and analyze meanings and functions of student’s school learning through evaluation/assessment in elementary and secondary (middle) school levels based on parents’, teachers’ and students’ understanding. The data was collected by using the focal group technique and the sample included nineteen subjects: six students, six teachers, and seven parents. Debates were carried out in contexts of two schools from the city of Chapecó, in West of the State of Santa Catarina. The individuals approached the topic by discussing five questions. Re-sponses were analyzed and interpreted by the researcher, which permitted to enter and better comprehend the complexity of phenomena imbricated in the relations between teaching, learning and evaluation of students’ school learning. Similari-ties and differences between parents’, teachers’ and students’ understanding on schoollearning evaluation are identified in the results of the study. Similarities include: importance of grades to approve or fail students at the end of a period of study, the meaning of evaluation as exams, tests and tasks done by students to get a grade, comparison, classification and selection of students, evaluation as repro-duction of social and market values enforced inside schools because of the system and as a curriculum component that is able to show the degree of content retention and the quality of students’ behavior. School learning evaluation is mostly used in the sense of grade and not for providing meaningful feedback on students’ level of mastery. Differences are derived from subjects’ perspectives due to their con-dition of being parents, teachers or students. Parents understand school learning evaluation as a grade that indicates the degree of academic and professional suc-cess their children will achieve in the future; teachers understand school learning evaluation based on students’ hic et nunc (here and now) condition of being and as a complex normative curriculum component that makes them continuously choose between process and result rationales; students understand school learning evalua-tion as verification of content mastery and adequacy of behavior that is carried out through contradictory methods and procedures, which can affect their life inside and outside school, now and in the future.
This dissertation consists of a qualitative exploratory study whose ob-jective was to identify and analyze meanings and functions of student’s school learning through evaluation/assessment in elementary and secondary (middle) school levels based on parents’, teachers’ and students’ understanding. The data was collected by using the focal group technique and the sample included nineteen subjects: six students, six teachers, and seven parents. Debates were carried out in contexts of two schools from the city of Chapecó, in West of the State of Santa Catarina. The individuals approached the topic by discussing five questions. Re-sponses were analyzed and interpreted by the researcher, which permitted to enter and better comprehend the complexity of phenomena imbricated in the relations between teaching, learning and evaluation of students’ school learning. Similari-ties and differences between parents’, teachers’ and students’ understanding on schoollearning evaluation are identified in the results of the study. Similarities include: importance of grades to approve or fail students at the end of a period of study, the meaning of evaluation as exams, tests and tasks done by students to get a grade, comparison, classification and selection of students, evaluation as repro-duction of social and market values enforced inside schools because of the system and as a curriculum component that is able to show the degree of content retention and the quality of students’ behavior. School learning evaluation is mostly used in the sense of grade and not for providing meaningful feedback on students’ level of mastery. Differences are derived from subjects’ perspectives due to their con-dition of being parents, teachers or students. Parents understand school learning evaluation as a grade that indicates the degree of academic and professional suc-cess their children will achieve in the future; teachers understand school learning evaluation based on students’ hic et nunc (here and now) condition of being and as a complex normative curriculum component that makes them continuously choose between process and result rationales; students understand school learning evalua-tion as verification of content mastery and adequacy of behavior that is carried out through contradictory methods and procedures, which can affect their life inside and outside school, now and in the future.
Descrição
Palavras-chave
Avaliação, Ensino, Aprendizagem, Provas, Notas, Evaluation, Teaching, Learning, Exams, Grades
Citação
FORNER, Damir Salete Galeazzi; TREVISOL, Maria Teresa Ceron. Significados e funções da avaliação da aprendizagem escolar. Roteiro, Joaçaba, v. 37, n. 2, p. 243-264, jul/dez. 2012. Disponível em: https://portalperiodicos.unoesc.edu.br/roteiro/article/view/1851. Acesso em: 2022-03-21