Saberes e prÃticas avaliativas no ensino de HistÃria : o impacto dos processos seletivos (PAIES e vestibular / UFU) e do ENEM na avaliaÃÃo da aprendizagem no ensino mÃdio

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This dissertation has as object of study knowledge and the evaluative practices in the teaching and learning of History in the medium level. The general objective of the research is to understand and analyze knowledge and evaluation practices of the learning of History teachers who are working in the Medium Level, in the city of UberlÃndia, MG, Brazil. The specific objectives are: 1) to establish relationships among the curriculum, the learning evaluation and the teaching of History in the medium level concerning the political, cultural and socio-economical contexts; 2) to identify the impact of PAIES/UFU, Vestibular/UFU and ENEM in the pedagogical and evaluative practices of Medium Level History teachers; and 3) to analyze the conceptions of learning evaluation of History teachers as well as the relationships among the continuing studies, knowledge and evaluative practices. The thematic oral history was the chosen methodological tool for the investigation, with the use of oral and written sources. Official documents and evaluation instruments were used as complements to the oral interviews. PAIES/UFU-2002 subprogram was chosen as the evaluation instrument. History tests were chosen from the three steps; to complement the investigation ENEM History tests, UFU and vestibular tests of 2004 were used. The teachers narrators group was composed by five teachers and by two teachers which were graduated in History, working in public and private schools of the medium level in UberlÃndia. The dissertation is organized in three chapters. The first has as objective to establish relationships among the curriculum, the evaluation of the learning, the teaching of History and the social, economical, political and cultural contexts. Some inquiries guide the analysis as follows: how are these elements constituted in the historical, political, economical and social process? Which are their purposes and relationships inside the school? Which are the most recurrent approaches in the constitution of those elements, in the context of school education? We presented some conceptions of evaluation of learning which are most recurrent in the educational debate, trying to establish the linkages of these conceptions with the teacherâs continuing studies and with the History teachers evaluative practices. In the second chapter we analyze the guiding principles and the configuration of the evaluations of ENEM, UFUâs Vestibular and PAIES in the Medium Level, evidencing the purposes and the objectives that are the legal basis of those selective processes, as well as their relationship with the political and socio-economical Brazilian context. We analyzed the History tests, identifying the conceptions presented. We registered and analyzed the teachers narratives that evidence the impact caused by these evaluative/selective processes in their pedagogical and evaluative practices. The third chapter focuses on the registrations of the History teachers voices, evidencing, in the narratives, their knowledge and evaluative practices in the field of their continuing studies and the one of the educational practice. The objective is to demonstrate evaluation as a challenge for the teacher in what regards knowledge and school practice. The narratives reveal dimensions and impacts of the evaluative processes and of the curriculum proposals in teachersâ pedagogical practices. Finally, we focus on possibilities of re/construction of an evaluative practice, which is pedagogical and theoretical-critical, as well as inventive and constructive, traced in the daily classroom, studies, cultural, political and socioeconomical contexts of Brazil.

ASSUNTO(S)

avaliaÃÃo da aprendizagem prÃtica de ensino ensino de histÃria histÃria - estudo e ensino educacao currÃculo

ACESSO AO ARTIGO

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