Avaliação externa e planejamento pedagógico em ciências: percepções e reflexos na prática docente

Abstract

This research analyzes the external evaluations and their impact on teaching planning in science in the early grades. Recently the science content has been contemplated in the models of external evaluation in elementary school. This fact has caused discomfort and questioning by science teachers about the true meaning of the external evaluations, including in planning and teaching. Investigates the perception of / a teacher / a over what is and what the external evaluation purposes in science on the strategies and methodologies present in the teaching planning and assessment practices, justifying the need to elucidate the "we" exist between the pedagogical practice in the classroom and the registration forms of what is evaluated. The research used a qualitative approach methodology for providing us with a close contact with the environment and the context under investigation. The strategy to achieve the goals was a field research in a municipal school network of Belo Horizonte. The used data collection instruments were the interview with the teacher of the lower grades sciences, document analysis (official documents and planning the teacher) and the comments that were recorded in the researcher logbook. In the data analysis, it was found that the teacher is unaware of the concepts used in the models of external evaluation and educational planning, as the skills and expertise present in the matrix reference proposed by the SAEB (System for Basic Education Evaluation). There is a link between external evaluation and educational planning and what is effective in the classroom, a fact that confirms the perception that external evaluations are too far from teaching. The biggest challenge the assessment in the early grades is the investment in building a different look in the rethinking of teaching practice in the classroom and especially the redesign of science lessons, effecting the registration practices and observation of the progress and difficulties of students . The link between the triad: educational planning, teaching practice and external evaluations lack of debate, deepening and dialogue towards awakening of a new consciousness teacher.