bachelorThesis
O processo avaliativo nas séries de alfabetização da Escola Estadual Camilo de Léllis
Fecha
2016-06Registro en:
PINTO, Solania Maria. O processo avaliativo nas séries de alfabetização da Escola Estadual Camilo de Léllis. 2016. 33f. Trabalho de Conclusão de Curso (Graduação em Pedagogia), Centro de Educação, Universidade Federal do Rio Grande do Norte, Martins, 2016.
Autor
Pinto, Solania Maria
Resumen
The paper presents an analysis of school evaluation in presenting dynamics some functions that are been realized from the pedagogical concept of each teacher. In order to identify and analyze the difficulties of the evaluation process of teachers from the initial series of the Escola Estadual Camilo de Lellis, in the city of Riacho da Cruz-RN. As well as check their evaluative instruments, discuss their assessment concepts to get better results, aware of the responsibilities of all involved in the evaluation process, the survey also found that the way of teaching and learning of those involved are not linked to pedagogical form of the very act of evaluating. This analysis is the result of a qualitative research, which was developed based on verification, identification and analysis of the responses collected through interviews. The same was been developed with the educational support of the school and questionnaires with literacy teachers studied school. In this sense they were held 1 (one) interview with pedagogical support, and 1 questionnaire model applied to the three (3) teachers, who work with groups of 1, 2 and 3 years. The research was theoretically supported the views of Jussara Hoffman (1993), Cipriano Carlos Luckesi (2005), Antoni Zabala (1998) and Phillippe Perrenound (1999). The paper proposes analytical reflections on the teaching practices and learning assessment, given appropriate training of teachers and the requirements of the educational system. It is evident that teaching requires teacher commitment, and it cannot perform its function in the classroom, without following the construction of school knowledge process. At the end, we concluded that the said school teachers are using appropriate evaluation tools, helping to make it happen one formative assessment model that allows the student to become able to construct their own knowledge from the contribution that the assessment should provide.