Nombre: ALINE DE OLIVEIRA VIEIRA
Fecha de publicación: 30/08/2018
Supervisor:
Nombre |
Papel |
|---|---|
| WAGNER DOS SANTOS | Advisor * |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| ANTONIO JORGE GONÇALVES SOARES | Internal Examiner * |
| SILVANA VENTORIM | External Examiner * |
| VALDETE CÔCO | External Alternate * |
| WAGNER DOS SANTOS | Advisor * |
Sumario: This study aimed to propose a corpus of theoretical-practical knowledge that gives elements to theorization of the evidential evaluation, to the debate of the production of meanings through learning; as well as to the uses and analysis of the readings of the learning by means of imaging evaluation records. It supports the thesis that the incorporation of the elements of experiential theory of the subject of Marie Christine Josso, of the dialogical philosophy of language in Mikhail Bakhtin e narrative in Walter Benjamin; as well as the conception of dialogic education in Paulo Freire, are the basis for this discussion about theorization of evidential evaluation. It was decided to use a qualitative methodology work of pluri-meteorological character. The text was organized in parts. The text was organized in parts. The first two chapters of Part I present the object of study in the field of Brazilian educational evaluation, in an analysis of the production of knowledge in evaluation of learning in Education and Physical Education, from 2005 to 2015. The third chapter brings the history of the trajectory of the studies with educational evaluation by the Proteoria group, aiming to problematize the constitution of the theorization of the evidential evaluation. Part II presents a chapter that presents the incorporation of the corpus of theoretical-practical knowledge to the evidential evaluation, and two other chapters of field research of the (self) biographical type, by the biographical atelier methodological entrance with young students from two elementary schools , one from the City Hall of Vitória and the other from Serra. These schools have a history of two Physical Education teachers who have remained with the same group of students, teaching them for more than five years. These educators have pedagogical work with evaluative records in different languages: texts, tests, drawings, physical education journals, photo and filming portfolios. With these empirical investigations, we analyzed the meanings attributed by the teacher and students to the evaluation of Physical Education. The thesis discusses how uses of imagery evaluation records indicate possibilities for thinking about evaluating in the evidential conception, from the perspective of formative research, with a view to the projections of the teaching and learning of corporal practices. The results point to the incorporation into the theorization in evidential evaluation, even into the evaluation practice through narrative investigation taking the human formation as centrality in the educational process. The potentialities of the theory of the evidential evaluation are, firstly, to announce the evaluation in the centrality of the protagonism of the student in the formative process, understanding that the learning are individual and collective actions. It demonstrates the importance of the production of evaluative practices in / through the narratives of teaching and learning experiences, materialized in records that give visibility to interpretations of the paths covered in the trajectory of learners of human formation. This need leads us to announce the importance of the place of (self) evaluative practices, mainly, how to make its materialization through the imagery registers, specially thought, when evaluating the specificity of the knowledge that deals with Physical Education. To evaluate becomes investigative-formative actions of the learners of analysis of written-narratives embodied by / with the experiences of the corporal practices and of the way in which these inscriptions provide indications to the modes of projections of learning in the formation of the biographical body.
Keywords: Evaluation of learning. Narratives. Imaging Record.
