Organização do ensino em ciclos e práticas avaliativas no ensino fundamental: um estudo em uma escola pública estadual paulista / Organization of the education in cycles and evaluative practices in the middle school: a study in a public state school of São Paulo.

AUTOR(ES)

Daniela Cristina Bruno Sato

DATA DE PUBLICAÇÃO

2007

RESUMO

When the National Law of Education Directives and Base lines 9394/96, proposes the organization of education in cycles and the regime of continued progression, it introduces importante changes in the education systems and in the evaluation practices adopted by the Brazilian schools. In the State of São Paulo, all the group of schools are under this way of organization since 1998. Based on these statements, it was possible to define the research objectives: investigating together with the pedagogical team, teachers and employees, the conceptions and practices associated to the organization of education in cycles; which values are in the evaluative practices and constitute the evaluative ambiance of the classroom; which relation it is possible to identify between the school ethos and the evaluative practices; which difficulties may be identified in this relation and how they are eventually overcome. The research was done in a public state school of São Paulo, in the middle school level, the participants were teachers, pedagogical team and employees. According to the proposed objectives, it was adopted the qualitative research, as a methodological and theoretical reference. The research procedures involved: observation, interviews and document analysis. The data analysis allowed to conclude that: the conception of cycles is polissemic and most of the times inexact, predominating, the conception of opposition over the serial system and dilatation/flexibility of time, there are movements of resistance and adaptation to the non-serial system as well to the non-repproval; structure difficulties related to working conditions make it difficult to have an effective practice of evaluation, processual and formative.

ASSUNTO(S)

basic education avaliação da aprendizagem learning evaluation organization of education in cycles organização do ensino em ciclos educação básica

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