TCC - Licenciatura em Pedagogia (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2962
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Item A avaliação nas aulas de língua portuguesa dos anos iniciais do ensino fundamental: modos de fazer e reflexões de uma professora(2019) Silva, Maria Suelane Veloso da; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/2804058372830567The present work is sought to understand and present some characteristics of learning assessment, both the traditional and the formative assessment perspective. To reach this understanding, we will discuss the characteristics of each one based on authors such as Luckesi, Perrenoud, Suassuna, Hoffman and others. In addition, we also seek theoretical support in these authors to think about questions of assessment in Portuguese, which, according to them, should provide the study of four teaching axes. They are: reading, production, orality and linguistic analysis. To have a more detailed and concrete analysis on such axes, we went through the field to verify through interviews, questionnaires and observations, what are the conceptions and reflections of a teacher of the area about such axes and how she uses them and evaluates her students in relation to these aspects. After data collection, we could conclude that even though it is performed practically every day, such evaluation is often not well understood, and thus ends up being poorly performed.Item Conhecendo as percepções dos acadêmicos em Licenciatura em Pedagogia 5º e 7º período sobre a avaliação da aprendizagem(2019) Correia, Maria Beatriz Bezerra da Silva; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/7172588991719699Evaluation is a process for all who interact in academic daily life, especially for students facing emotional conflict situations, with stigmas that can accompany them for the rest of their lives. Given this, this work aims to analyze the perceptions of the students of the fifth and seventh period of the degree course in Pedagogy at UFRPE-UAG regarding the conception of assessment learning. Based on the studies of Luckesi (2011), Demo (1990), Hoffmann (2003) and Vygotsky (1991), among others. Exploratory research was used with case study through the theoretical findings of Prodonov and Freitas (2013) and Gil (2008) and, regarding data analysis, Aguiar and Ozella (2006) in order to know the perceptions that future teachers are acquiring during their training and pedagogical practice. The data showed that undergraduates who are leaving with the Degree course in Pedagogy at UAG present the perception that the evaluation serves to reformulate the pedagogical practice of teachers, that too, are being evaluated when applying any assessment instruments. It is concluded, therefore, that learning assessment is not synonymous with punishment; it needs to be perceived and conceived as a learning improvement strategy in the school context. It is hoped that this research will contribute to a better understanding of the real role of learning assessment.Item A avaliação na educação infantil: diálogos entre a prática e as orientações curriculares oficiais(2019) Araújo, Alane Bezerra de; Silva, Valdirene Moura da; http://lattes.cnpq.br/8238548957613487; http://lattes.cnpq.br/4655030711606668This study aimed to present a little about the teaching practice of Evaluation in Early Childhood Education, from which we conduct a dialogue between the practice and the official curricular guidelines to evaluate in the said stage, in this study we seek as a general objective: to analyze the evaluation strategies present in the teaching practice of Early Childhood Education, and to compose this research, we set out the following specific objectives: To identify the evaluation course in Early Childhood Education; as well as to verify the evaluation's contributions to the teaching and learning processes and, finally, to evaluate the evaluation actions present in the teaching practice in Early Childhood Education. Our research fits the ethnographic type with a qualitative approach, since we seek to insert ourselves in the field and understand the behavior of certain subjects. The research made possible the enrichment of knowing in practice how in fact the Evaluation in Child Education happens, and especially the need for a different look during this stage of teaching, considering that the evaluation allows reflection on the teaching and learning processes.