A avaliação no bloco inicial de alfabetização : a realidade de uma escola do Distrito Federal

AUTOR(ES)

Maria Susley Pereira

DATA DE PUBLICAÇÃO

2008

RESUMO

The objective of this research was to understand how the evaluation process carried out by a teacher of the Initial Stages of Literacy develops, as observed in a public school at the Federal District. We started from the assumption that evaluation is the central axis of the pedagogical work organization and that the evaluation practices of the teachers in their organization of the schooling cycles, as is the case in the Initial Stages of Literacy, should be structured from a different perspective or based on a different logic than that of the series school. The approach chosen was that of the qualitative research in order to reach the following objectives: a) to analyze what the theoretical-methodological fundaments of the Initial Stages of Literacy are and to determine which are chosen by the teacher to develop her evaluation practices; b) to analyze the evaluation practices taken up by a teacher of the Initial Stages of Literacy and c) to analyze the articulation of the evaluation process carried out by a teacher of the Initial Stages of Literacy with the pedagogical work developed in the classroom. The data were gathered by way of field observation, interviews and official documents. A historical analysis of the experience at the Federal District with the organization of schooling into cycles was developed. Likewise, an analysis of the Initial Stages of Literacy pedagogical proposition, as well as of its guiding documents and its implementation, was performed. The theoretical reference was constructed taking into consideration the ideas of Freitas (2003, 2005), Hoffmann (2002), Krug (2001, 2007), Mainardes (2007) and Villas Boas (1993, 1998, 2001, 2006), among others. The research made it explicit that, despite the implementation of the Initial Stages of Literacy at the Federal District, the class pedagogical work, evaluation included, was not based on the Stages methodological principles. The evaluation logic was still the same as that of the serial regime, that revealing that the pedagogical work, as a whole, was also performed in the same manner. The results also indicated the absence of collective reflection on the school evaluation and on the Initial Stages of Literacy, hampering the development of the Stages methodological principles.

ASSUNTO(S)

organização da escolaridade em ciclos organization of schooling into cycles organização do trabalho pedagógico avaliação bloco inicial de alfabetização organization of the pedagogical work avaliacao da aprendizagem evaluation initial stages of literacy

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