Estratégias de avaliação formativa de professores do ensino fundamental e médio: decisões para melhorar o ensino e a aprendizagem
DOI:
https://doi.org/10.22235/pe.v18i1.4452Palavras-chave:
avaliação formativa, professores, feedback, autoavaliação, coavaliaçãoResumo
Esta investigação insere-se na área da avaliação educacional, com particular enfoque na avaliação formativa aplicada ao ensino nos níveis de educação fundamental e médio. O estudo centra-se nas estratégias de avaliação formativa que os professores implementam nas suas práticas pedagógicas. O principal objetivo é identificar as estratégias de avaliação formativa utilizadas pelos professores nos seus contextos profissionais, definindo semelhanças e diferenças no seu contexto de aplicação. A investigação foi desenvolvida com a participação de 189 professores de 30 centros educativos do Serviço Local de Educação Pública, que participaram em uma série de oficinas sobre avaliação formativa entre 2022 e 2024. Para a coleta de dados foram utilizadas entrevistas semiestruturadas, enquanto a análise dos dados foi realizada por meio de uma abordagem qualitativa baseada em uma abordagem descritiva com codificação em categorias. Os resultados destacam como essas estratégias formativas não só melhoram a tomada de decisões pedagógicas, mas também favorecem os processos de feedback entre pares. Observa-se também que o desenvolvimento de juízos avaliativos por parte de professores e estudantes sobre a qualidade de seus trabalhos é central para o desenvolvimento de estratégias de avaliação. No entanto, professores do ensino fundamental e médio concordam em valorizar estratégias como o feedback, a autoavaliação e a coavaliação com o objetivo de detectar erros em trabalhos específicos, deixando menos espaço para processos que desenvolvam estratégias de aprendizagem sustentáveis a longo prazo.
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