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Publication
A (co)avaliação em sala de aula: importância e desafios
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Advisor(s)
Abstract(s)
O presente projeto de investigação possui como desígnio principal perceber o valor
da avaliação formativa, nomeadamente da (co)avaliação - estabelecida entre os pares
(alunos) e o docente responsável pelo grupo -, que surge através da partilha da
avaliação defendida e praticada pela equipa docente. Esta perspetiva de trabalho
preconiza uma gestão curricular adequada, centrada na especificidade do grupo,
fomentando a diferenciação pedagógica e a partilha de aprendizagens de forma
pluridimencional (professor-aluno, aluno-professor e aluno-aluno), num ato de
comunicação reflexivo e democrático. Para tal, recorreu-se à utilização do Plano
Individual de Trabalho (PIT), instrumento de organização do estudo autónomo do
Movimento da Escola Moderna, e respetivos mapas de registo e à realização de um
momento semanal (Conselho de Cooperação Educativa) do qual emergem diversas
funções, como a de regulação de percursos de aprendizagem, centrada na avaliação
do PIT e sua programação.
Este trabalho centra-se numa abordagem qualitativa próxima da investigação-ação,
tendo a recolha de dados sido realizada através da observação participante, inquérito
por entrevista e análise de documentos. O trabalho foi desenvolvido com uma turma
de 1º Ciclo do Ensino Básico (CEB) que funcionou com dois níveis de ensino (2º e 3º
anos de escolaridade).
Como principal resultado poder-se-á destacar o facto de os momentos avaliativos
cooperados serem impulsionadores do desenvolvimento de competências transversais
como a comunicação, autonomia, reflexão e colaboração e fomentarem a tomada de
consciência das dificuldades individuais, contribuindo para a sua supressão.
The present investigation has as its main goal to perceive the value of formative evaluation, namely (co)evaluation - established between the peers (students) and the teacher responsible for the group - which emerges through the sharing of the evaluation defended and practiced by the teaching team. This same evaluation stands for an adequate curricular management focused on the group specificity, giving way to pedagogic differentiation and the sharing of learning experiences through pluridimensional relationships (teacher-student; student-teacher; and student-student), in an act of communication but at the same time reflective and democratic. To this end, it was used the PIT, an instrument of organization of the independent studying and its respective recording maps and the creation of a weekly moment (CCE), from which several functions emerge, like the regulation of learning tracks, centered on evaluating PIT and its programming. This paper is centered on a qualitative approach close to investigation-action, in which the data collection was made through participant's observation, survey by interview and document analysis. This study was developed with a 1º Cycle of Basic Education class (CEB) that functioned with two grading levels (2º and 3º grades). The main result obtained was the fact the cooperative evaluation moments were stimulators of the development of transversal abilities, mainly communication, autonomy, reflection and collaboration but also to promote the realization of individual difficulties, making suppression possible.
The present investigation has as its main goal to perceive the value of formative evaluation, namely (co)evaluation - established between the peers (students) and the teacher responsible for the group - which emerges through the sharing of the evaluation defended and practiced by the teaching team. This same evaluation stands for an adequate curricular management focused on the group specificity, giving way to pedagogic differentiation and the sharing of learning experiences through pluridimensional relationships (teacher-student; student-teacher; and student-student), in an act of communication but at the same time reflective and democratic. To this end, it was used the PIT, an instrument of organization of the independent studying and its respective recording maps and the creation of a weekly moment (CCE), from which several functions emerge, like the regulation of learning tracks, centered on evaluating PIT and its programming. This paper is centered on a qualitative approach close to investigation-action, in which the data collection was made through participant's observation, survey by interview and document analysis. This study was developed with a 1º Cycle of Basic Education class (CEB) that functioned with two grading levels (2º and 3º grades). The main result obtained was the fact the cooperative evaluation moments were stimulators of the development of transversal abilities, mainly communication, autonomy, reflection and collaboration but also to promote the realization of individual difficulties, making suppression possible.
Description
Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Keywords
(Co)avaliação Gestão curricular Diferenciação pedagógica PIT 1º CEB (Co)evaluation Curricular management Pedagogic differentiation Relatório de projeto de investigação Relatório de estágio
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal