Avaliação da aprendizagem na perspectiva do desenvolvimento humano e a atuação da coordenação pedagógica na escola

Abstract

VIANA, Cilânia Nunes. School learning evaluation in the context of external evaluations and the role of pedagogical coordination at school: a study from the perspective of developmental teaching. Stricto Sensu Graduate Program in Education - PPGE. Pontifical Catholic University of Goiás - PUC Goiás. Goiânia, 2021. The following work is linked to the Research Line Theories of Education and Pedagogical Processes, of the Post-Graduation Program of PUC Goiás. The general theme of the dissertation is the performance of the pedagogical coordination at school in face of the interference of the external evaluations. Some questions that guided the study were: What are the impacts of external evaluations on the forms of school learning evaluation? What is the position of the educational coordinator in relation to the subordination of evaluation practices to the obligation of quantitative results? What are the possibilities of implementing a teaching and evaluation proposal focused on developmental teaching? As a general objective, we aimed to characterize the impacts of the official guidelines on external evaluations on the pedagogical coordinator's performance and the possibilities of recomposing this performance from the perspective of developmental teaching. Three specific objectives were defined: a) to investigate the educational purposes of external evaluations, their forms of implementation in the school system, and their impact on the quality of education; b) to search in the academic production references to conceptions and practices of learning evaluation used by teachers and to forms of conduct of the pedagogical coordination; c) to point out contributions of the Theory of Developmental Teaching on the evaluation of school learning for the recomposition of the pedagogical coordinator's attributions. The methodology used was bibliographic research in the form of narrative review, using books, articles, dissertations, and theses on the main topics of the dissertation. The results indicate a negative impact of the external evaluations on the teaching work and on the forms of school management, since they reinforce an unreflective and memoristic teaching with evaluation practices aimed at quantitative results, considerably affecting the desired teaching quality according to a developmental perspective. As a result, they also point out difficulties in the performance of pedagogical coordination, added to those already evidenced in the research. Another finding of the literature review was that, regardless of the negative impact of the external evaluations, research shows, on the part of many teachers, the persistence of a traditional view of learning evaluation. Despite these negative influences of the educational evaluation policies, the theory of developmental teaching offers possibilities to face these limits through the continuous formation of teachers in their work situation, as an assignment of the pedagogical coordination, in order to better appropriate forms of organizing teaching and internal evaluation procedures from a developmental perspective