Título:	Avaliação em escola cívico-militar do Distrito Federal : há lugar para concepções e práticas formativas?
Autor(es):	Sousa, Janyla Martins de
Orientador(es):	Silva, Edileuza Fernandes da
Assunto:	Educação militar Avaliação educacional Concepções pedagógicas Práticas pedagógicas Escolas públicas - Distrito Federal (Brasil)
Data de publicação:	16-Out-2023
Data de defesa:	24-Jan-2023
Referência:	SOUSA, Janyla Martins de. Avaliação em escola cívico-militar do Distrito Federal: há lugar para concepções e práticas formativas?. 2022. 138 f. Dissertação (Mestrado em Educação) — Universidade de Brasília, Brasília, 2022.
Abstract:	This research integrates the set of scientific productions developed by the Study and Research Group about Teaching Work, Didactics and Organization of Pedagogical Work – Prodocência; was developed in the Graduate Program of the Faculty of Education at the University of Brasília (UnB), in the line of research: Teaching Profession, Curriculum and Assessment (PDCA). The central guiding question of the study was: What conceptions and evaluation practices predominate in a school for the final years of fundamental education, civic-military in the Federal District? With the general objective of: analyzing prevailing conceptions and practices of evaluation in a school for the final years of fundamental education, civic-military in the Federal District. As a result of this, there are the specific objectives: to discuss the theoretical and methodological perspectives on school evaluation contemplated in the politicalpedagogical project (PPP, 2021) of a civic-military school in the Federal District; and to understand the conceptions and practices of school evaluation expressed by students and teachers of a civic-military school in the Federal District. The research with a qualitative approach (GATTI, 2010; MINAYO, 2007), of the Case Study type (YIN, 2001), was guided by the critical-dialectical epistemological perspective (CURY, 1986; PAULO NETTO, 2011). Data were collected through PPP analysis; and a semi-structured interview with teachers (March and April 2021) and a focus group with students in the 9th grade of Elementary School (May 2021). The reading, organization and interpretation of data were based on Content Analysis (BARDIN, 1977, 2011). Several authors were used, such as Cury (1986), Fernandes (2014), Fernandes Silva e Silva (2019), Freitas, (2005, 2014, 2016, 2018), Hadji (2001), Álvarez Méndez (2002), Saviani (1994, 2011, 2013), Veiga (1998, 2002, 2003, 2013), Villas Boas (2008, 2017, 2019), in reading and interpreting the data. The research results reveal that the school's PPP contemplates the evaluation of the diagnostic formative learning and integrated to the pedagogical work. The data reveal, however, the influence of conservative ideas on the pedagogical work and on the evaluation conceived and practiced in the school due to the presence of the military, being antagonistic to the organization in cycles and to the formative evaluative processes that involve the organization of the pedagogical work; teachers conceive that evaluating is a process that accompanies student learning and seek to promote actions to achieve learning, but they do not realize that, from the moment that the instruments and procedures used begin to classify and label the student at school, these processes assessments are no longer formative; and, for the students, the evaluation in the militarized school is characterized by instruments for verification and control of learning, they do not perceive the formative intention, they are conditioned to accept the presence of military personnel and their activities in the school, in the belief that, the from the implementation of the Shared Management project, they will have a better quality of education. As a form of resistance to the civic-military school organization, it is suggested the reorganization and materialization of the pedagogical work in a democratic and formative perspective, contemplating the evaluation with a focus on the learning of the subjects and on the respect for freedom of expression and the diversity of the times of study. human development.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2022.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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