TCC - Licenciatura em História (Sede)

URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460

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20191

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Autor: search.filters.author.Araújo, Gustavo FolenaAssunto: search.filters.subject.História - Estudo e ensino

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    O estado do conhecimento da pesquisa sobre a avaliação das aprendizagens no ensino de história em Pernambuco: um estudo introdutório
    (2019-12-16) Araújo, Gustavo Folena; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/6735668398414628
    This article presents an introductory study of the state of knowledge of research on evaluation in the teaching of history in Pernambuco. The research thus allows the perception of theoretical and methodological options, advances and redundancies in the production of knowledge about the object of study. The corpus on which the research focused is composed of theses and dissertations defended between 2008 and 2018 in postgraduate programs in the areas of History and Education linked to public universities located in Pernambuco. Two dissertations were found and categorized which were analyzed in depth, based on the following questions: how is the topic approached? What is the underlying theoretical and methodological conception? Is there coherence between theory and method? What are the conceptions of History Teaching and evaluation that underlie the work? What new aspects are announced? The authors and authoress who influenced us throughout the research were Perrenoud, Zabala, Luckesi, Guba and Lincon; among others. The results demonstrate that the themes are approached by a qualitative research bias, predominantly document analysis, interview and observation; the conception of History Teaching is absent in one of the dissertations and in another the critical perspective predominates; In relation to the conception of evaluation, both defend in their theoretical frameworks the regulatory formative evaluation. Since the dissertations were developed from research in elementary and high school, we recorded the gap in relation to research that investigates the evaluation in higher education and, more specifically, the evaluation in the formation of the history teacher.