Correction as an evaluative process: different perceptions in dialogue
DOI:
https://doi.org/10.18222/eae266202764Keywords:
Learning evaluation, Formative evaluation, Teaching-learning process, didaticsAbstract
The main purpose of this study is to problematize the perceptions that teachers and students have of the objectives of the practice of correcting exercises in students’ notebooks in elementary school I. It is, therefore, based on a theoretical framework that reconciles studies in the fields of instruction and evaluation, in order to understand the relationships between feedback and regulation of students’ learning. From this perspective, it was also relevant to reflect on the articulation between knowledge repeated or constructed by teachers. In addition to presenting forms and conceptions of empirical origins, these issues were problematized as practices that demand more thorough theoretical revision and analysis. Therefore, this deals with an investigation that allows interpretation, understanding, questioning and suggestion of new paths to a practice of correction for the purpose of formative evaluation.
Downloads
References
ABRAHÃO, M. H. M. B. Professores e alunos: aprendizagens significativas em comunidades de prática educativa. Porto Alegre: EDIPUCRS, 2008.
AFONSO, A. J. Avaliação educacional: regulação e emancipação: para uma sociologia das políticas avaliativas contemporâneas. 4. ed. São Paulo: Cortez, 2009.
EÇA, T. T. Desígnios de desenho no contexto da cultura visual. Revista Educação & Linguagem, v. 13, n. 22, p. 153-158, jul./dez. 2010. DOI: https://doi.org/10.15603/2176-1043/el.v13n22p153-168
FERNANDES, D. Para uma teoria da avaliação formativa. Revista Portuguesa de
Educação, Universidade de Lisboa, Portugal, v. 19, n. 2, p. 21-50, 2006.
GONÇALVES, J. A. M. A carreira das professoras do ensino primário. In: NÓVOA, A. Vida de professores. Porto: Porto, 2007.
MOREIRA, S. A. A prática da correção de exercícios no ensino fundamental I como processo avaliativo: Por quê? Como? Para quê? 2012. Dissertação (Mestrado) – Universidade Federal Fluminense, Niterói, 2012.
MORIN, E. Os sete saberes necessários à educação do futuro. 2. ed. São Paulo: Cortez; Brasília, DF: Unesco, 2011.
PERRENOUD, P. Avaliação. Da excelência à regulação das aprendizagens:
entre duas lógicas. Porto Alegre: Artmed, 1999.
PIAGET, J. Psicologia e pedagogia. Tradução de Dirceu Accioly Lindoso e Rosa
Maria Ribeiro da Silva. 10. ed. Rio de Janeiro: Forense Universitária, 2010.
RANGEL, M. Métodos de ensino para a aprendizagem e a dinamização das aulas.
Campinas: Papirus, 2005.
VEIGA, I. P. A. (Org.). A prática pedagógica do professor de didática. Campinas: Papirus, 1989.
VEIGA, I. P. A. (Org.). Técnicas de ensino: por que não? 21. ed. Campinas: Papirus, 2011. VIGOTSKI, L. S. Psicologia pedagógica. 2. ed. São Paulo: Martins Fontes, 2004.
VEIGA, I. P. A. (Org.). A formação social da mente: o desenvolvimento dos processos superiores. São Paulo: Martins Fontes, 2007.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
