O Teste Abordagem-em-Processo Versão 2 e seu Guia de Correção como ferramenta psicopedagógica de avaliação para a transformação da prática docente

Abstract

Education faces a global challenge in promoting quality learning, and this difficulty is particularly evident in Brazil. While most education systems remain anchored in a traditional model focused on content transmission and rote memorization, the challenges of the 21st century require students to develop essential skills such as critical thinking, autonomy, and leadership. This thesis aims to contribute to overcoming this challenge by evaluating the effectiveness of an innovative tool: the Approach-in-Process Test Version 2 and its Correction Guide. Originating from the field of research on learning approaches, this psychopedagogical tool can help Brazilian education focus on process quality and the comprehensive development of students. To this end, this thesis, composed of three interconnected studies, investigated the application, potential, and relevance of the Approach-in-Process Test Version 2 and its Correction Guide, demonstrating its contribution to the fields of Educational Psychology, Educational Neuroscience, and teaching practice. The research focused on the Life Project curricular component of high school at a socioeconomically vulnerable public school in Minas Gerais, Brazil, using the content "Adolescence as a Social Construct" as the object of analysis. The first study presented the completion of the Correction Guide for the Approach-in-Process Test Version 2 based on this content. This study reinforces the reflective nature of completing the Guide and its potential for transforming pedagogical practice. The second study demonstrated the tool's potential for developing specific pedagogical interventions aligned with active methodologies and the principles of the New High School. It also describes the creation of three teaching activities, demonstrating the relevance of the Approach-in-Process Test Version 2 and its Correction Guide for fostering concept-focused teaching and enabling direct interventions in student learning. The third study analyzed the response patterns of 71 adolescents (aged 14-18), identifying categories of superficial approaches to learning. The results revealed a predominance of superficial approaches, with only 2.35% of possible responses demonstrating deep learning. Most errors were concentrated in categories such as "Judgment of Inability" (self-assessment of inability) and "Common Sense" (reliance on everyday knowledge), highlighting the need for pedagogical interventions. Finally, this thesis corroborates that the Approach-in-Process Test Version 2 and its Correction Guide constitute a promising psychopedagogical tool for teaching practice. By aligning classroom findings with the principles of Educational Neuroscience and Cognitive Psychology, the work offers a solid path for pedagogical reform. The research demonstrates that by diagnosing cognitive and metacognitive gaps, it is possible to target interventions that promote the development of executive functions, active engagement, and learning, contributing to the quality of Basic Education in Brazil.