Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação
This paper analyzes discourses of elementary school students about assessment of learning, trying to understand the meanings that they attribute to the evaluation performed in the school context and how this practice can be thought as a device of discipline and control over minds and students' bodie...
| Autor principal: | SILVA, Elenize Saraiva da |
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| Grau: | Trabalho de Conclusão de Curso - Graduação |
| Idioma: | por |
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2021
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https://bdm.ufpa.br:8443/jspui/handle/prefix/3639 |
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oai:https:--bdm.ufpa.br:8443:prefix-36392021-11-05T14:23:24Z Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação SILVA, Elenize Saraiva da CARDOSO, Maria Gorete Rodrigues http://lattes.cnpq.br/2012685775215935 Avaliação Discursos Poder Disciplina Controle Evaluation Speeches Power Subject Control CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL This paper analyzes discourses of elementary school students about assessment of learning, trying to understand the meanings that they attribute to the evaluation performed in the school context and how this practice can be thought as a device of discipline and control over minds and students' bodies from a varied number of institutional rituals. The analyzes are based on the thought of the French philosopher Michel Foucault, especially regarding the discussion about the relationship between discourse, knowledge and power and about the disciplinary power devices put into action by the school through evaluative practices. The study operates with the Foucaultian framework in dialogue with Brazilian authors from the field of educational assessment, such as Luckesi (2008); Hoffmann (1994, 1995, 2002); Esteban (2003); Saul (2010). The research is based on a qualitative approach, the empirical data were collected during the participation in the Institutional Program for Teaching Initiation Scholarships (PIBID) in a public school in Bragança-PA, where it was possible to hear the students of the 3rd class. and 5th grade of elementary school about their experiences with assessment, as well as characterizing the school's evaluation practices through dialogue with managers and teachers. The methodological procedures used were participant observation and semi-structured group interviews. Through participant observation, students experienced events related to the evaluation, as well as the teachers' practices in the classroom context. The semi-structured interview was conducted with a group of 10 children, 5 from each class, involving dynamics appropriate to their age group, in order to sensitize them to express themselves on the subject. The dialogue with the teaching teachers of both classes and with the management made it possible to complement data on the conception and practice of evaluation in the institution. The speeches of the students demonstrated that they have a strong perception of evaluation as a synonym of proof and examination, as well as attributing to this sense of fear, punishment and punishment, due to the disciplinary power that parents teachers exercise on children through assessment. The study argues that in the researched context the assessment involves attitudes and threatening behaviors by parents and teachers, which generates fear in students, fear of error, disapproval, failure. It is also evidenced that the evaluation practices at school are still based on a traditionalist model of education, overemphasizing the test as an instrument of control of the students, although often, in terms of proposal and arguments, school management and teachers defend progressive conceptions and the diversification of qualitative assessment procedures and instruments. In summary, it is suggested that research in the area of evaluation should further investigate what students internalize about evaluation processes, which can greatly contribute to the construction of another evaluative culture in the school, which improves performance monitoring practices. of the students in a more diagnostic and formative and less punitive sense. O presente trabalho analisa discursos de crianças do Ensino Fundamental sobre avaliação da aprendizagem, procurando perceber os sentidos que as mesmas atribuem à avaliação realizada no contexto escolar e como esta prática pode ser pensada enquanto dispositivo de disciplinamento e controle exercido sobre as mentes e os corpos dos alunos e alunas a partir de um variado número de rituais institucionais. As análises estão pautadas no pensamento do filósofo francês Michel Foucault, sobretudo, no que tange à discussão sobre a relação entre discurso, saber e poder e sobre os dispositivos de poder disciplinar colocados em ação pela escola por meio das práticas avaliativas. O estudo opera com o referencial foucaultiano em diálogo com autores brasileiros do campo da avaliação educacional, tais como Luckesi (2008); Hoffmann (1994, 1995, 2002); Esteban (2003); Saul (2010). A pesquisa se pauta numa abordagem qualitativa, os dados empíricos foram coletados durante a participação no Programa Institucional de Bolsas de Iniciação à Docência (PIBID) em uma escola pública do município de Bragança-PA, em que foi possível ouvir os alunos e alunas das turmas de 3º e 5º ano do Ensino Fundamental sobre as suas experiências com a avaliação, assim como possibilitou caracterizar as práticas avaliativas da escola por meio do diálogo com gestores e professores. Foram utilizados como procedimentos metodológicos a observação participante e a entrevista semiestruturada em grupo. Por meio da observação participante foram percebidos eventos vivenciados pelas crianças relacionados à avaliação, bem como as práticas das professoras no contexto de sala de aula. A entrevista semiestruturada foi realizada com um grupo de 10 crianças, 5 de cada turma, envolvendo dinâmicas adequadas à faixa etária das mesmas, com o objetivo de sensibilizá-las para se expressarem acerca do tema. O diálogo com as professoras regentes das duas turmas e com a gestão possibilitou complementar dados sobre a concepção e a prática da avaliação na instituição. Os discursos das crianças mostram a percepção da avaliação como sinônimo de prova e de exame, assim como atribuem a esta sentidos de medo, de punição e de castigo, devido ao poder disciplinar que os pais e professoras exercem sobre as mesmas por meio da avaliação. Argumento que no contexto pesquisado a avaliação envolve atitudes e comportamentos de ameaça por parte de pais e professores, o que gera medo nos alunos, medo do erro, da reprovação, do insucesso. É evidenciado, também, que as práticas de avaliação na escola ainda estão baseadas em um modelo tradicionalista de educação, supervalorizando a prova como instrumento de controle dos educandos, embora muitas vezes, em termos de proposta e argumentos, a gestão escolar e os professores defendam concepções progressistas e a diversificação de procedimentos e instrumentos qualitativos de avaliação. Em síntese, sugere-se que a pesquisa na área da avaliação deveria investigar mais profundamente aquilo que os alunos interiorizam sobre os processos avaliativos, o que muito pode contribuir para a construção de uma outra cultura avaliativa na escola, que aprimore práticas de acompanhamento do desempenho dos alunos num sentido mais diagnóstico e formativo e menos punitivo. 2021-11-03T21:48:33Z 2021-11-03T21:48:33Z 2019-09-06 Trabalho de Conclusão de Curso - Graduação SILVA, Elenize Saraiva da. Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação. Orientadora: Maria Gorete Rodrigues Cardoso. 2019. 104 f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia) – Faculdade de Educação. Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2019. Disponível em: https://bdm.ufpa.br:8443/jspui/handle/prefix/3639. Acesso em:. https://bdm.ufpa.br:8443/jspui/handle/prefix/3639 por Acesso Aberto 1 CD-ROM |
| institution |
Biblioteca Digital de Monografias - UFPA |
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MonografiaUFPA |
| language |
por |
| topic |
Avaliação Discursos Poder Disciplina Controle Evaluation Speeches Power Subject Control CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL |
| spellingShingle |
Avaliação Discursos Poder Disciplina Controle Evaluation Speeches Power Subject Control CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL SILVA, Elenize Saraiva da Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação |
| topic_facet |
Avaliação Discursos Poder Disciplina Controle Evaluation Speeches Power Subject Control CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL |
| description |
This paper analyzes discourses of elementary school students about assessment of learning, trying to understand the meanings that they attribute to the evaluation performed in the school context and how this practice can be thought as a device of discipline and control over minds and students' bodies from a varied number of institutional rituals. The analyzes are based on the thought of the French philosopher Michel Foucault, especially regarding the discussion about the relationship between discourse, knowledge and power and about the disciplinary power devices put into action by the school through evaluative practices. The study operates with the Foucaultian framework in dialogue with Brazilian authors from the field of educational assessment, such as Luckesi (2008); Hoffmann (1994, 1995, 2002); Esteban (2003); Saul (2010). The research is based on a qualitative approach, the empirical data were collected during the participation in the Institutional Program for Teaching Initiation Scholarships (PIBID) in a public school in Bragança-PA, where it was possible to hear the students of the 3rd class. and 5th grade of elementary school about their experiences with assessment, as well as characterizing the school's evaluation practices through dialogue with managers and teachers. The methodological procedures used were participant observation and semi-structured group interviews. Through participant observation, students experienced events related to the evaluation, as well as the teachers' practices in the classroom context. The semi-structured interview was conducted with a group of 10 children, 5 from each class, involving dynamics appropriate to their age group, in order to sensitize them to express themselves on the subject. The dialogue with the teaching teachers of both classes and with the management made it possible to complement data on the conception and practice of evaluation in the institution. The speeches of the students demonstrated that they have a strong perception of evaluation as a synonym of proof and examination, as well as attributing to this sense of fear, punishment and punishment, due to the disciplinary power that parents teachers exercise on children through assessment. The study argues that in the researched context the assessment involves attitudes and threatening behaviors by parents and teachers, which generates fear in students, fear of error, disapproval, failure. It is also evidenced that the evaluation practices at school are still based on a traditionalist model of education, overemphasizing the test as an instrument of control of the students, although often, in terms of proposal and arguments, school management and teachers defend progressive conceptions and the diversification of qualitative assessment procedures and instruments. In summary, it is suggested that research in the area of evaluation should further investigate what students internalize about evaluation processes, which can greatly contribute to the construction of another evaluative culture in the school, which improves performance monitoring practices. of the students in a more diagnostic and formative and less punitive sense. |
| author_additional |
CARDOSO, Maria Gorete Rodrigues |
| author_additionalStr |
CARDOSO, Maria Gorete Rodrigues |
| format |
Trabalho de Conclusão de Curso - Graduação |
| author |
SILVA, Elenize Saraiva da |
| title |
Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação |
| title_short |
Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação |
| title_full |
Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação |
| title_fullStr |
Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação |
| title_full_unstemmed |
Discursos de crianças do ensino fundamental sobre práticas escolares de avaliação |
| title_sort |
discursos de crianças do ensino fundamental sobre práticas escolares de avaliação |
| publishDate |
2021 |
| url |
https://bdm.ufpa.br:8443/jspui/handle/prefix/3639 |
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1787155067015528448 |
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11.755432 |