Avaliação no ensino médio: o portfólio como proposta
Resumo
Esse artigo representa a síntese de uma pesquisa monográfica organizada na Universidade de Brasília e teve por objetivo analisar o uso do portfólio como instrumento de reflexão, avaliação e de construção de conhecimento, de maneira que contribua para o desenvolvimento integral do aluno. A pesquisa desenvolveu-se em uma escola de Ensino Médio de Brasília e teve como principal participante uma professora de química que usa o portfólio como ferramenta pedagógica em sua atividade docente. Com base nos pressupostos teórico-metodológicos da pesquisa qualitativa, foram utilizados como principais instrumentos de coleta de dados a entrevista e a análise documental. As informações co-construídas por esses meios ofereceram importantes referenciais para o alcance dos objetivos da pesquisa e conduziram a três categorias de análise, consideradas principais contribuições do estudo. São elas: gestão do tempo pedagógico; interdisciplinaridade; e formação do professor.
Palavras-chaves: avaliação; processo ensino-aprendizagem; portfólio; ensino médio.
High School Assessment: portfolio as a proposal
AbstractThis article represents the synthesis of a monographic research organized at University of Brasilia which aimed analyzing the use of portfolio as an instrument for comtemplation, assessment and knowledge construction in the way of contributing with the student development as a whole. The research was developed in a high school located in Brasilia and had as a core participant a chemistry teacher who uses portfolio as a pedagogical tool on her teaching activity. Based on the methodological-theoretical assumptions of qualitative research, interview and document analysis were used as instruments to collect data. The co-constructed information offered important referenceto achieving research's goals and conducted to three categories of analysis, which is considered to be the main contribution of this study. They are described as: pedagogical time management; interdisciplinarity; and teacher training.
Keywords: assessment; teaching-learning process; portfolio; high school.
Palavras-chaves: avaliação; processo ensino-aprendizagem; portfólio; ensino médio.
High School Assessment: portfolio as a proposal
AbstractThis article represents the synthesis of a monographic research organized at University of Brasilia which aimed analyzing the use of portfolio as an instrument for comtemplation, assessment and knowledge construction in the way of contributing with the student development as a whole. The research was developed in a high school located in Brasilia and had as a core participant a chemistry teacher who uses portfolio as a pedagogical tool on her teaching activity. Based on the methodological-theoretical assumptions of qualitative research, interview and document analysis were used as instruments to collect data. The co-constructed information offered important referenceto achieving research's goals and conducted to three categories of analysis, which is considered to be the main contribution of this study. They are described as: pedagogical time management; interdisciplinarity; and teacher training.
Keywords: assessment; teaching-learning process; portfolio; high school.