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Práticas de avaliação na educação pré-escolar e no 1º Ciclo do ensino básico
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Abstract(s)
O presente relatório final desenvolveu-se com o objetivo de ser uma mais-valia para a compreensão das conceções de educadores de infância e professoras do 1º ciclo quanto às práticas realizadas em ambos os contextos de ensino relativamente ao processo de avaliação, tentando chegar a conclusões relativas a diferenças e/ou semelhanças que se fazem sentir nesses contextos.
Através deste estudo investigativo pretendi: identificar estratégias utilizadas por educadoras de infância e professoras do 1º ciclo do ensino básico relativamente à avaliação; identificar semelhanças e diferenças nas estratégias e instrumentos de avaliação utilizadas pelos docentes dos dois níveis de ensino; conhecer as razões invocadas para a escolha de determinada estratégia de avaliação adotada; reconhecer o propósito da escolha de determinados instrumentos de avaliação e identificar se existe uma adequação entre os instrumentos de avaliação e o tipo de atividades desenvolvidas.
Tendo em atenção os objetivos definidos para a elaboração deste estudo recorri à pesquisa bibliográfica de autores conceituados e à realização de entrevistas semi-diretivas aplicadas a educadores de infância e a professoras do 1º ciclo do ensino básico.
Através de análise de conteúdo dos resultados obtidos pude verificar que educadoras e professoras salientam que a diferença mais marcante entre contextos é a importância atribuída à avaliação praticada no 1º ciclo, assim como, a predominância de utilização do lúdico no jardim de infância. Com a pesquisa bibliográfica e sua análise foi-me possível verificar, ainda, que os documentos que orientam a avaliação em ambos os contextos são idênticos nas finalidades, princípios e intervenientes no processo.
The following final report was developed with the goal of being an asset to the understanding of the conceptions of kindergarten teachers and first cycle education levels. Through this investigative study I intended: to identify strategies used by kindergarten teachers and basic education’s first cycle teachers relatively to the evaluation; to identify similarities and differences in the strategies and evaluation tools used by the teachers of the two education levels; to know the invoked reasons to the choice of certain adopted evaluation stratagies; recognize the choice of certain evaluation tools and identify if there was an adequacy between the evaluation tools and the type of developed activities. Taking into account the defined goals to the elaboration of this study I resorted to the bibliographic research of respected authors and the realization of semi-directive interview applied to kindergarten teachers and to basic education’s first cycle teachers. Through the content of the results analysis I was able to check that kindergarten teachers and teachers make stand out the difference between more striking difference among contexts, and also between the importance assigned to the practical evaluation in the first cycle, such as the predominance of the use of the playful in kindergarten. With the bibliographic research and its analysis I was could guide the evaluation between both the contexts are identical, in the purpose, principles and processe’s interveners.
The following final report was developed with the goal of being an asset to the understanding of the conceptions of kindergarten teachers and first cycle education levels. Through this investigative study I intended: to identify strategies used by kindergarten teachers and basic education’s first cycle teachers relatively to the evaluation; to identify similarities and differences in the strategies and evaluation tools used by the teachers of the two education levels; to know the invoked reasons to the choice of certain adopted evaluation stratagies; recognize the choice of certain evaluation tools and identify if there was an adequacy between the evaluation tools and the type of developed activities. Taking into account the defined goals to the elaboration of this study I resorted to the bibliographic research of respected authors and the realization of semi-directive interview applied to kindergarten teachers and to basic education’s first cycle teachers. Through the content of the results analysis I was able to check that kindergarten teachers and teachers make stand out the difference between more striking difference among contexts, and also between the importance assigned to the practical evaluation in the first cycle, such as the predominance of the use of the playful in kindergarten. With the bibliographic research and its analysis I was could guide the evaluation between both the contexts are identical, in the purpose, principles and processe’s interveners.
Description
Relatório de Estágio Apresentado para a Obtenção do Grau de Mestre em Educação Pré-Escolar e em Ensino do 1º Ciclo do Ensino Básico
Keywords
avaliação educação de infância 1º Ciclo do ensino básico diferenças semelhanças evaluation kindergarten basic education’s first cycle differences similarities