O objetivo geral desse estudo foi conhecer as dificuldades apontadas por professores de Ciencias Naturais de escolas do campo nos processos de avaliacao da aprendizagem. Especificamente, objetivou caracterizar as praticas de avaliacao da aprendizagem nas escolas de campo e identificar as dificuldades citadas pelos professores na avaliacao dos estudantes. O estudo foi realizado por meio de pesquisa qualitativa, utilizando-se como instrumento de coleta de dados, o questionario. O cenario da investigacao constituiu-se de tres escolas do campo, situadas em comunidades rurais do municipio de Timon (MA). Os interlocutores foram quatro professores de Ciencias Naturais, que atuam nos anos finais do Ensino Fundamental (6o ao 9o ano). Os resultados apontam que as principais dificuldades de avaliar os estudantes sao: identificacao dos niveis de aprendizagem de cada aluno, frustracao dos docentes diante de resultados insatisfatorios e a prevalencia de metodos tradicionais que incluem a prova escrita como principal instrumento, ainda utilizada como punicao e pressao psicologica dos alunos. Dessa forma, e necessario que a Secretaria Municipal de Educacao desenvolva processos formativos criticos e reflexivos, atraves dos quais, os professores reflitam sobre suas concepcoes de educacao e avaliacao e os interesses subjacentes as mesmas, desenvolvendo assim, novas praticas de avaliacao fundamentadas numa perspectiva formativa e inclusiva.
The current text presents a dialogue between teacher and student when resuming the memory of the realization of a research proposal in the scope of the discipline of Sociology in 2016 in a private school in Itu-SP. The teacher initially presents some questions about his teaching practice based on the propositions made by Paulo Freire for the then student and now a pedagogue, Ana Julia. The dialogue about the memory of the activity, which was concerned about investigating the issue of hunger in the municipality, proposed when the student was in her second year of high school, deals with a pedagogical practice that resulted in the enactment of municipal law No. 1,886/2017 whose project was written by students. Lastly, it seeks to discuss the meaning of citizen education and the possible ways for its implementation in schools.
This text aims to present the formative roaming of a beginner researcher, from the work entitled “Meaning of life, multi-referentiality and training curriculum: experience with high school youth in a public school in Mossoro-RN”, requirement for the completion of the Master in Education, Graduate Program of the State University of Rio Grande do Norte (UERN). The research was structured based on the following objectives: know the perspective of the third year high school student to make sense of the education received, observe the challenges and obstacles found in this elaboration and identify future expectations after the end of the studied course. The work sought to reflect in actions a formation process that considers existential issues from the perspective of a plural view, understanding the complexity of the lived and the meaning. In this way, it is expected to contribute to education with the most specific aspects of the human condition, which is the possibility of seeking and giving meaning to it's own existence.
In this pedagogical letter, I propose to dialogue with the citizens of Brazil. I am writing the letter in order to have a debate about what is happening in Brazil today. We sleep in hope and wake up fragmentation and depoliticization. I return to the concepts of citizenship and democracy in Brazil considering three aspects described by Jose Murilo de Carvalho. Slavery, the latifundium and the lack of social rights are colony inheritances that continue today as central aspects in the history of the constitution of Brazilian citizenship. Finally, in this pedagogical letter to Brazilian citizens, I present a debate that reflects the dimension of the conjuncture in which Brazil is currently inserted.Keywords: Citizenship; democracy; hope
The Project “BemViver” came about as an attempttoturn virtual distance learning, a not so attractive alternative, into a wayofnotgivingupthejourneywewerewithour studentsand, even more, intoa possibilityto learn new waysofcommunicate, connect, and build a new dynamic in whichwecouldbepresentandactive in thelivesofstudentsduringthedifficult times ofpandemicand social isolation. The successoftheprojectamongourstudentsdemonstratesthatthecreationof a space for welcomingandunderstandingisanessentialstep in theprocessofrecognitionand empowerment ofstudents, both in classroomanddistancelearning.
