Autoavaliação para a aprendizagem : um modelo para os 2.º e 3.º ciclos do ensino básico
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2013
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Este trabalho, resultante de um estudo sobre a autoavaliação para a aprendizagem, aborda a autoavaliação e a aprendizagem reguladas e os processos cognitivos como procedimentos
determinantes para a melhoria das aprendizagens, fazendo o seu enquadramento legal no sistema educativo português. Perspetiva também o ato de ensinar e de aprender na escola à luz dos paradigmas pedagógicos existentes e das teorias que os sustentam, refletindo em torno da emergência de um novo paradigma pedagógico integrador da autoavaliação.
A opção metodológica de investigação recaiu no estudo de caso, realizado, numa escola
básica dos 2.º e 3.º ciclos do concelho de Matosinhos, distrito do Porto, através de uma
abordagem multimétodo distribuída pela observação participante, pela análise documental, por grupos de discussão e pela aplicação de questionários a alunos e a professores.
Os resultados da análise e da interpretação dos dados obtidos, posteriormente combinados
pela triangulação da informação, contribuíram para perspetivar um modelo de autoavaliação para as aprendizagens, alicerçado no «paradigma pedagógico da comunicação» (Trindade & Cosme, 2010) e numa prática de «avaliação formativa alternativa» (Fernandes,
2006), como processo capaz de reverter o insucesso académico e de promover a melhoria das aprendizagens.
This work is the result of a study on self-assessment for learning. It addresses the self-assessment and learning regulated and cognitive processes as procedures for determining the improvement of learning, making its legal framework in the Portuguese education system. It perspectives also the act of teaching and learning in schools according existing pedagogical paradigms and theories that underpin them, reflecting around the emergence of a new educational paradigm that integrates the self-assessment. The methodology of research was about the case study that was conducted in a elementary school belonging to the municipality of Matosinhos, Oporto district, through an approach multimethod distributed by participant observation, analysis of documents, focus groups and by the application of questionnaires to students and teachers. The results of the analysis and interpretation of data obtained by the methods mentioned later combined by the triangulation of information contributed in order to foresee a model of self-assessment for learning, based on «pedagogical paradigm of communication» (Trindade & Cosme, 2010) and a practice of «formative assessment alternative» (Fernandes, 2006), as a process able to reverse academic underachievement and to promote the improvement of student learning.
This work is the result of a study on self-assessment for learning. It addresses the self-assessment and learning regulated and cognitive processes as procedures for determining the improvement of learning, making its legal framework in the Portuguese education system. It perspectives also the act of teaching and learning in schools according existing pedagogical paradigms and theories that underpin them, reflecting around the emergence of a new educational paradigm that integrates the self-assessment. The methodology of research was about the case study that was conducted in a elementary school belonging to the municipality of Matosinhos, Oporto district, through an approach multimethod distributed by participant observation, analysis of documents, focus groups and by the application of questionnaires to students and teachers. The results of the analysis and interpretation of data obtained by the methods mentioned later combined by the triangulation of information contributed in order to foresee a model of self-assessment for learning, based on «pedagogical paradigm of communication» (Trindade & Cosme, 2010) and a practice of «formative assessment alternative» (Fernandes, 2006), as a process able to reverse academic underachievement and to promote the improvement of student learning.
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Orientação: António Luís Carvalho
Palavras-chave
EDUCAÇÃO, AUTOAVALIAÇÃO, SELF-ASSESSMENT, APRENDIZAGEM, LEARNING, PEDAGOGIA, PEDAGOGY, AVALIAÇÃO, EVALUATION, EDUCATION, DOUTORAMENTO EM EDUCAÇÃO