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Gestão escolar e avaliação formativa da aprendizagem: uma proposta de intervenção no IFMA/Campus Zé Doca
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O presente estudo discutiu a avaliação formativa da aprendizagem como uma das
formas de contribuir para o acompanhamento das atividades promovendo a progressão
contínua na aprendizagem do aluno, com o auxílio da autoavaliação, feedback,
estratégias diversificadas, mostrando a importância da avaliação para fins de orientação,
planejamento e replanejamento do ensino, gerando assim, uma integração entre ensino,
aprendizagem e o autodesenvolvimento dos alunos na sala de aula. Esta pesquisa teve
como objetivo compreender a atuação dos gestores frente às práticas avaliativas dos
professores das Ciências Exatas e Humanas quanto à avaliação da aprendizagem como
processo formativo no Ensino Médio Técnico Integrado do Instituto Federal de
Educação, Ciência e Tecnologia do Maranhão – IFMA/Campus Zé Doca, Maranhão,
Brasil. Durante a pesquisa optou-se por utilizar uma metodologia de trabalho qualitativa
de caráter descritivo-interpretativo. Os procedimentos utilizados para a análise e coleta
de dados foram entrevistas semiestruturadas, realizadas a gestores e professores do
IFMA/Campus Zé Doca. Após a análise e interpretação dos dados, percebeu-se que os
entrevistados vêem a avaliação da aprendizagem como de grande relevância na
educação. Os gestores e professores destacam a necessidade de variar as estratégias
frente às práticas avaliativas na sala de aula, focando no desenvolvimento do percurso
escolar do aluno se utilizando da autoavaliação pelo aluno, pelo professor e pelos
gestores; a prevalência do feedback contínuo pelo professor e a reinvenção
metodológica(currículo inovador), no sentido da execução da avaliação da
aprendizagem mais formativa, mesmo com a existência na educação dos aspectos
quantitativos presentes no ensino e na aprendizagem (avaliação diagnóstica e sumativa).
Durante o desenvolvimento da pesquisa, foi possível inferir que os entrevistados
compreenderam o ensino, a aprendizagem e a avaliação como processos intrínsecos à
educação. Entretanto, constatou-se que há a necessidade de discussões mais
aprofundadas sobre as diferentes funções da avaliação, de onde decorre a proposta de
intervenção feita pela pesquisadora, que se espera irá ajudar no aprofundamento da
avaliação como processo formativo.
The present study discussed the formative evaluation of learning as one of the ways to contribute to the activities monitoring by promoting continuous progression in student learning, with the aid of self-assessment, feedback, diversified strategies, showing the importance of evaluation for guidance, planning and replanning of teaching, thus generating an integration between teaching, learning and the self-development of students in the classroom. The aim of this research was to understand the performance of managers in relation to the evaluative practices of the Exact and Human Sciences teachers regarding the learning evaluation as a formative process in the Integrated Technical High School of the Federal Institute of Education, Science and Technology of Maranhão - IFMA / Campus Zé Doca, Maranhão, Brazil. During the research we chose to use a qualitative work methodology of descriptive-interpretative nature. The procedures used for the analysis and data collection were semi-structured interviews, conducted to IFMA / Campus Ze Doca managers and teachers. After data analysis and interpretation, it was noticed that the interviewees see the evaluation of learning as of great relevance in education. The managers and teachers emphasize the need to vary the strategies against the evaluative practices in the classroom, focusing on the development of the student's school career using self-assessment by the student, the teacher and the managers; the prevalence of continuous feedback by the teacher and the methodological reinvention (innovative curriculum), in the sense of the execution of the evaluation of the most formative learning, even with the existence in education of the quantitative aspects present in teaching and learning (diagnostic and summative evaluation). During the research development, it was possible to infer that the interviewees understood teaching, learning and evaluation as intrinsic processes to education. However, it was found that there is a need for more in-depth discussions about the different functions of the evaluation, from which runs the intervention proposal made by the researcher, which is expected to help in deepening evaluation as a formative process.
The present study discussed the formative evaluation of learning as one of the ways to contribute to the activities monitoring by promoting continuous progression in student learning, with the aid of self-assessment, feedback, diversified strategies, showing the importance of evaluation for guidance, planning and replanning of teaching, thus generating an integration between teaching, learning and the self-development of students in the classroom. The aim of this research was to understand the performance of managers in relation to the evaluative practices of the Exact and Human Sciences teachers regarding the learning evaluation as a formative process in the Integrated Technical High School of the Federal Institute of Education, Science and Technology of Maranhão - IFMA / Campus Zé Doca, Maranhão, Brazil. During the research we chose to use a qualitative work methodology of descriptive-interpretative nature. The procedures used for the analysis and data collection were semi-structured interviews, conducted to IFMA / Campus Ze Doca managers and teachers. After data analysis and interpretation, it was noticed that the interviewees see the evaluation of learning as of great relevance in education. The managers and teachers emphasize the need to vary the strategies against the evaluative practices in the classroom, focusing on the development of the student's school career using self-assessment by the student, the teacher and the managers; the prevalence of continuous feedback by the teacher and the methodological reinvention (innovative curriculum), in the sense of the execution of the evaluation of the most formative learning, even with the existence in education of the quantitative aspects present in teaching and learning (diagnostic and summative evaluation). During the research development, it was possible to infer that the interviewees understood teaching, learning and evaluation as intrinsic processes to education. However, it was found that there is a need for more in-depth discussions about the different functions of the evaluation, from which runs the intervention proposal made by the researcher, which is expected to help in deepening evaluation as a formative process.
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Palavras-chave
Avaliação da aprendizagem Processo formativo Práticas avaliativas Autoavaliação Learning evaluation Formative process Evaluative practices Selfevaluation