dc.contributor | Tomazetti, Elisete Medianeira | |
dc.contributor | http://lattes.cnpq.br/3942924352722374 | |
dc.contributor | Salva, Sueli | |
dc.contributor | http://lattes.cnpq.br/8144640957398714 | |
dc.contributor | Mendonça, Samuel | |
dc.contributor | http://lattes.cnpq.br/6369572439782922 | |
dc.creator | Pinto, Guilherme dos Santos | |
dc.date.accessioned | 2019-02-12T12:29:46Z | |
dc.date.available | 2019-02-12T12:29:46Z | |
dc.date.created | 2019-02-12T12:29:46Z | |
dc.date.issued | 2018-08-29 | |
dc.identifier | http://repositorio.ufsm.br/handle/1/15611 | |
dc.description.abstract | The theme "Evaluation in philosophy" covered several moments of my academic
trajectory and, in view of its relevance to teaching philosophy, motivated this master's
research. This study was developed in the Postgraduate Program in Education of
UFSM, based on the Line of Research School Practices and Public Policies
(LP2).With this study we aim to identify and problematize conceptions and practices
of evaluation of philosophy teachers; describe the different conceptions of evaluation
produced in the area of education; present the theoretical and legal contributions on
evaluation in philosophy; identify and problematize the daily confrontations of
philosophy teachers in the evaluation processes; and to understand and
problematize the way that philosophy teachers evaluate the philosophical skills of
their students. The research was developed based on a philosophical study, which is
understood as a problematizing study, having as support the authors dedicated to the
theme of philosophy teaching: Lidia Maria Rodrigo (2009); Alejandro Cerletti (2009);
Renata Aspis and Silvio Gallo (2009); Silvio Gallo (2008; 2012); Walter Kohan (2008)
and Guillermo Obiols (2002). The materiality of the research were semi-structured
interviews, developed with philosophy teachers from four (4) public high schools in
Santa Maria. The criterion of choice was the highest average number of students per
class in the city. The data produced from the interviews were grouped into preestablished
categories: teaching methodologies; philosophical skills; teaching and
learning in philosophy; evaluation concepts (with the subcategory: the evaluation
feedback); and difficulties to evaluate in philosophy. As results we indicate that the
teachers interviewed have a great difficulty to talk about evaluation and about the
philosophical skills they develop. Of the four (4) teachers interviewed, three (3)
evaluate in line with the conception of philosophy teaching that they have and seek to
accomplish in their classes. Thus, it is concluded that the results are very relevant
and that the theme needs to be increasingly explored, in order to deepen and signal
other reflections. | |
dc.publisher | Universidade Federal de Santa Maria | |
dc.publisher | Brasil | |
dc.publisher | Educação | |
dc.publisher | UFSM | |
dc.publisher | Programa de Pós-Graduação em Educação | |
dc.publisher | Centro de Educação | |
dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
dc.subject | Avaliação | |
dc.subject | Filosofia | |
dc.subject | Concepções | |
dc.subject | Ensino médio | |
dc.subject | Evaluation | |
dc.subject | Philosophy | |
dc.subject | Conceptions | |
dc.subject | High school | |
dc.title | Avaliação em filosofia: um estudo sobre concepções e práticas de professores | |
dc.type | Dissertação | |