Programa de Pós-graduação em Educação em Ciências e Matemática
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Navegando Programa de Pós-graduação em Educação em Ciências e Matemática por Por Orientador "CHAVES, Sandramara Matias"
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Item Reorientação Curricular: Avaliação do Impacto na Prática do Professor de Matemática do Ensino Fundamental de Goiânia(Universidade Federal de Goiás, 2010-12-15) FARIA, Marlene Aparecida da Silva; CHAVES, Sandramara Matias; http://lattes.cnpq.br/8215617614854729Este estudio resultó de las preocupaciones que surgieron durante los debates y reflexiones con los profesores de matemáticas sobre el proceso de reorientación del Plan de Estudios de Goiás. Este trabajo tiene como objetivo entender como los profesores de matemáticas de la ciudad de Goiânia entienden y replantean sus prácticas educación a través de las directrices de la Reorientación Curricular (RC). La investigación realizada dio énfasis a la discusión sobre el currículo y las tendencias pedagógicas en la educación matemática desde el análisis histórico de la enseñanza de las matemáticas en los últimos años. El método escogido fue enfoque cualitativo a través de un estudio de caso en el cual se investigó once profesores de Matemáticas del 7 º año de la Subsecretaría Metropolitana de Educación del Estado de Goiás. Para la recopilación de datos, el análisis se utilizaron cuestionarios y entrevistas abiertas y focalizadas para los profesores de matemáticas de enseñanza fundamental y cuerpo técnico del Centro de Desarrollo Curricular de la Secretaría de Educación, haciendo una lectura cuidadosa de las cuestiones planteadas que permitió aclarar las cuestiones que llevaron a esta investigación. Se analizaron los documentos: PCNs de matemáticas de 3º y 4º ciclos y los cuadernos 1, 2, 3, 4 y 5 de la RC, con un énfasis en el libro 5 por ser el cuaderno que contienen las matrices curriculares y, en particular, fueran analizadas las matrices de las matemáticas del séptimo año. El fundamento teórico, apoyado sobre todo por las ideas de Moreira, Fogaça, Miranda, Canen, Finanzas y Fioretini Pires, destaca, especialmente, el desarrollo del currículo, el multiculturalismo, interdisciplinaridad y formación del profesorado. El estudio reveló que los maestros no se ven a sí mismos como participantes en el proceso de la RC, aunque han participado en algunas reuniones de discusión y formación que se ocupa de cuestiones relacionadas con la RC o todavía que los profesores no han incorporado la orientación pedagógica de la RC en su trabajo de enseñanza y que su práctica es independiente de ella.Item Do discurso à prática: como se caracteriza a avaliação da aprendizagem escolar entre professores de biologia do ensino médio(Universidade Federal de Goiás, 2009-09-30) MORAIS, Ruth Longuinho de; CHAVES, Sandramara Matias; http://lattes.cnpq.br/8215617614854729This is a descriptive-exploratory study conducted among students and teachers from High School in the Public Education Network of Distrito Federal. The main objective of this research was a survey of ideas and evaluation practices of Biology teachers and their impact to students, trying to answer the following questions: What is the evaluation of school? How is the assessment of learning in Biology in High School learning? What are the instruments and procedures used to assess school learning? How these instruments are made? The evaluation method adopted affects the behavior and / or participation of students in the classroom? The academic and continuing education of Biology teachers include the evaluation of school learning? What are the elements that are articulated in the design of evaluation practice? The research was performed by means of techniques of data collection such as observation, questionnaires, documentary analysis and focus groups. We noted that among the Biology teachers of High School, there is a sincere search for diversification and quality evaluation process, however barriers to evaluation practice raised by the teachers themselves, prevent the primary function of evaluation, the promotion of learning, to take effect, in fact. The guidelines from the Ministry of Education (MEC) and the State Department of Education of Distrito Federal (SEEDF) influence the pedagogical practices of teachers so the exam has not been presented as the center of evaluation of school learning, enabling the adoption of different evaluative ways to allow the extraction of the student information to decision-making toward learningItem Uma Análise da Proposta Pedagógica da Avaliação da Aprendizagem no Contexto dos Ciclos de Formação de Rede Municipal de Educação de Goiânia de 1998 a 2010(Universidade Federal de Goiás, 2011-06-15) SILVA, Marcos; CHAVES, Sandramara Matias; http://lattes.cnpq.br/8215617614854729The main subject of this dissertation is assessment in Educational Cycles in Goiânia‟s Municipal School System. The investigation was directed basically for these questions: how school managers and teachers understand the Cycles of evolution´s proposal and the assessment of learning? What are the characteristics of the assessment proposal for Goiânia‟s Municipal School System? What are the difficulties and improvements identified by teachers on the assessment proposal in the cycles of evolution context? On the way to get answers for those questions, could raise the research´s object based on this terms: identify the understanding of Scholl managers and teachers about Educational Cycles and assessment of learning. The main objective of this research was understand the Educational Cycles assessment of learning proposal in the Goiania´s municipal school system and their pedagogical aspects in the school managers and teachers point of view from 1998 to 2010. The methodology was based on a qualitative approach, as a case study, that investigated the assessment in the context of the Educational Cycles. To conduct the research was used as tool for data collection semi-structured interviews with School managers and teacher from Goiania‟s Municipal School System and document analysis of guidelines and educational policy proposals of the period covered. The theoretical foundations relied mainly on conceptions of assessment from: Cabrera, Chaves, Hoffmann, Rosales, Luckesi, Dalben, Tiballi among others. The research shows that there is an agreement between both school managers and teacher‟s point of view and the curriculum guidelines of Goiania‟s Municipal School System. It was possible identify the mainly difficulties and improvements on the evaluation‟s process in this education system. One of the factors added to this reality, was the fact that teachers did not participate in the implementation process of Educational Cycles, which caused and still causes a lot of resistance to the proposal especially in aspects related to assessment.Item Avaliação de desempenho de professores na rede estadual de ensino de Goiás(Universidade Federal de Goiás, 2011-06-10) SIQUEIRA, Ivone dos Santos; CHAVES, Sandramara Matias; http://lattes.cnpq.br/8215617614854729This investigation has the evaluation of teachers' performance on State Schools in Goiás as the study subject. The main objective of this research was to investigate the systematic of the performance evaluation of the teachers, from planning to the use of the results. The investigation comprehends the period from 2007 to 2010 and had, as methodological tools, the qualitative approach in the utilization of the technique of the case study. In the data collection, there were used the following instruments: semi-structured interview with 31 subjects, analyses of documents and non-participant observation. For the data treatment, it was used the content-analyses technique. On the discussions, there were many aspects of the theme: national and international politics for education and the evaluation of teachers' performance, as well as the institutional evaluation as part of the evaluation of teachers' performance. The theoretical contributions that substantiated these discussions were made by contributions from many national and international researchers. From national literature, I highlight: De Tommasi, Depresbiteris, Abramowicz, Maués, Alves, Libâneo, Vianna, Freitas, Costa, Castro, Dourado, Sordi, Lück. From international literature: Rosales, Nóvoa, Enguita, Garcia, Day, Afonso, Ball, Rizo, Vaillant, Torrecilla. On this investigation I start from these authors' considerations to discuss matters that involve the evaluation of teachers' performance and unveil the complexity of this theme, which comprehends many aspects, including students' learning process, work conditions, educational management and the educational politics. The subjects considered in the study were: members of the evaluation committee and evaluated teachers from two schools in Goiânia, managers of the Secretaria de Educação (Department of Education) and Subsecretaria Metropolitana (Metropolitan Undersecretary) and managers of the teachers' union. During the systematization of the data, they were grouped by approached subjects, organized by themes. The study converged into four categories: 1) the role of actors in the evaluation of teachers' performance systematic; 2) operation of the process of the evaluation of teachers' performance in the researched schools; 3) evaluation tools used in the evaluation of teachers' performance; 4) use of the results from the evaluation of teachers' performance. The data collected in this research revealed that the mechanisms of the preparation of the proposal show an authoritarian relation, which did not count with the participation of teachers in its elaboration. The evaluated and evaluators were not prepared for the process. Concerning the tools, they could not identify the work developed by the teachers. The evaluation systematic shows itself as a State mechanism to create progression criteria in the career and it is disjointed from the training programs, school evaluation and discussions about the teachers' work conditions.