Navegando por Assunto "Professores - Avaliação"

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Um olhar sobre a educação ambiental: perspectivas do professor e do coordenador pedagógico
(2019-02-13) Correia, Hellen Cricia Vilela; Souza Júnior, Cláudio Galvão de; http://lattes.cnpq.br/4962378893474390; http://lattes.cnpq.br/4030721971150189
The school is a crucial element to create environmental awareness, ideally the environmental theme should be present from the earliest years and accompany the student during all levels of education. The general objective of this work was to know the reality of Environmental Education from the perspective of the teacher and the pedagogical coordinator. The present research has as subject two coordinators and four teachers of early childhood education and the first year of elementary education of two public schools located in the municipality of São João - PE and Garanhuns - PE. The research instrument for the data collection was the semi-structured interview with four teachers and two coordinators. In view of the data collection, it can be seen that the questions presented by the teachers and the coordinators of the two schools are similar regarding the importance of teaching and developing activities in Environmental Education. And despite the limitations and difficulties, it is clear that there is commitment and joint activity in the development of work with Environmental Education.
Percepções de professores sobre a avaliação externa de leitura (SAEPE) em escolas da cidade de Serra Talhada
(2019) Moreno, Suzana Camila de Lima; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/8911168253492775
This study results from an investigation carried out with public school teachers of Serra Talhada. We are interested in the perceptions of these professionals about large-scale evaluations, with emphasis on the Pernambuco State Assessment System (SAEPE) and, consequently, the results of the Educational Development Index of Pernambuco (IDEPE). We aim to point out possible implications of these results on teachers' conceptions and practices about reading, therefore, we also address the initial and continuing training of these professionals. The relevance of this research resides in the fact that educational policies in Brazil have been showing concern for the quality of the teaching offered by the public school, due to the pressures of international organizations that see in education the solution of the problems faced by an increasingly globalized world, of transformations and technological discoveries that characterize the so-called society of knowledge. It is important to emphasize that this evaluation system is the result of the transformations and educational reforms that occurred in Brazil in the 90's and that the application of this process is given in the monitoring of educational actions, in order to verify and monitor the level of student learning. It is necessary to state that the principle of this educational policy is to defend external evaluations as relevant resources for the promotion of quality public education. The results of the research suggest that the dissemination of these assessments contributes to a climate of teacher accountability for the success or failure of its students, create an atmosphere of pressure for the actors of the school community (teachers, managers and students) between school units in the same city