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Abstract(s)
A cultura avaliativa educacional tem vindo a sofrer alterações significativas nos últimos anos. Actualmente, os normativos legais estabelecem que a avaliação é um elemento integrante e regulador da prática educativa, assumindo um carácter eminentemente formativo. Mas a avaliação prescrita, por si só, não tem o poder de transformar as práticas de avaliação. A investigação recente identifica práticas avaliativas de natureza predominantemente sumativa, contrariamente à prescrição dos normativos e à retórica avaliativa.
Com este estudo de caso, pretendeu-se conhecer as concepções e as práticas
pedagógicas de avaliação dos docentes, numa escola básica, bem como os seus
constrangimentos nesse processo. Para a consecução destes objectivos, recorreu-se à
técnica da entrevista semi-estruturada.
A partir dos dados recolhidos, acentuou-se a ideia que a óptica dos professores é a mesma que subjaz aos princípios normativos instituídos. Encaram a avaliação como parte integrante da aprendizagem, um processo de recolha e análise sistemática de informação, reflexão, interpretação e decisão, conferindo-lhe uma dimensão reguladora. Contudo, levar à prática todas estas intencionalidades, é sem dúvida um enorme desafio intrínseco à complexidade da avaliação, tendo em conta as diversas dificuldades enunciadas pelos docentes.
The educational evaluation culture has changed significantly in recent years. Currently, the legal regulations provide that the assessment is an integral and regulatory element of the educational practice, taking an extremely formative aspect. But the assessment prescribed in itself does not have the power to transform the practice of evaluation. Recent research identifies evaluative practices predominantly summative in nature, contrary to the prescription of normative and evaluative rhetoric. With this case study, we set out to learn the concepts and teaching practices of the evaluation by the teachers of an elementary school, and their constraints in this process. To achieve these objectives, it was used the technique of semi-structured interview. From the data collected, stressed the idea that the mind of teachers is the same as the underlying normative principles established. They see the assessment as an integral part of learning, a process of systematic collection and analysis of information, reflection, interpretation and decision, giving it a regulatory dimension. However, to implement all these intentions, is undoubtedly a major challenge to the intrinsic complexity of the evaluation, taking into account the difficulties these intentions, is undoubtedly a major challenge to the intrinsic complexity of the evaluation, taking into account the difficulties mentioned by the teachers.
The educational evaluation culture has changed significantly in recent years. Currently, the legal regulations provide that the assessment is an integral and regulatory element of the educational practice, taking an extremely formative aspect. But the assessment prescribed in itself does not have the power to transform the practice of evaluation. Recent research identifies evaluative practices predominantly summative in nature, contrary to the prescription of normative and evaluative rhetoric. With this case study, we set out to learn the concepts and teaching practices of the evaluation by the teachers of an elementary school, and their constraints in this process. To achieve these objectives, it was used the technique of semi-structured interview. From the data collected, stressed the idea that the mind of teachers is the same as the underlying normative principles established. They see the assessment as an integral part of learning, a process of systematic collection and analysis of information, reflection, interpretation and decision, giving it a regulatory dimension. However, to implement all these intentions, is undoubtedly a major challenge to the intrinsic complexity of the evaluation, taking into account the difficulties these intentions, is undoubtedly a major challenge to the intrinsic complexity of the evaluation, taking into account the difficulties mentioned by the teachers.
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Keywords
Métodos de avaliação Ensino básico