Avaliação no ensino pela pesquisa: concepções e práticas de professores de ciências e matemática

Abstract

This study aims to investigate how are carried out evaluations when it’s done teaching the approach to research by teachers of Physics of public schools at the State of Rio Grande do Sul in Brazil, that operates Polytechnic system (AZEVEDO, 2013; RAMOS, 2012; RIO GRANDE DO SUL, 2011; 2012). To support the research, it was operating the theoretical framework of the evaluation in critical perspective (PERRENOUD, 1999; DEMO, 2001), the evaluation of learning (HOFFMAM, 1998; LUCKESI, 2011) and education approach for research (MORAES; GALIAZZI, 2002; DEMO, 2007; JÉLVEZ, 2013). To evaluate is a daily action of students and teachers, and it’s relevant explore what kind of treatment is given to the issue. It is intended to bring into focus the issues involved in the evaluation process through a qualitative research of the theoretical review of scientific articles and other bibliographies related to the theme, aiming a consistent basis on the subject. For data collection, questionnaires were given to Sciences teachersin public schools of a Rio Grande do Sul’s municipality, in order to understand the fundamentals, the difficulties and potential regarding the evaluation of teaching-learning processes by approach search. For data analysis, we used components of Textual Analysis Discursive – ATD (MORAES; GALIAZZI, 2011) as support for the interpretation of the answers given by the teachers in the questionnaires. To develop the study, was defined as specific objectives: a) to characterize the evaluation practices; b) examine perceptions; and c) map the teacher evaluation instruments when using research as an educational principle. From problematizations motivated by research, it was possible to expand the theoretical understanding of the issues of evaluation in the educational approach for research in teaching Sciences, discussing its foundations, limitations and powers. As a result, emerged the following textual categories: 1) Conceptions; 2) Relevance of the education approach for research; and 3) Evaluation in the research perspective. These categories help to understand the organization of teachers' ideas on their evaluation of teaching from the perspective of research. Teachers interviewed in summary indicate recognize stand before a paradigm of evaluation that no longer holds and that requires a sharp break. However, it is evident in their speech that they lack the theoretical elements and didactic and pedagogical instruments for the operation of this rupture (FERREIRA, 2013). The proposal of high school Polytechnic system of the State of Rio Grande do Sul, which despite its innovation bias in evaluative pretension, has not achieved, according to the results of this research outline, the expected success. Although it seems to be inscribed in a right and convincing theoretical draft, the proposal has failed to indicate to teachers the necessary evaluative ways to break the paradigms.