School assessment and thematic approach: dialogues based on an experience in Physics teaching
The critical curriculum perspective of the Thematic Approach is characterized by the curriculum being structured around themes. In this perspective, debates and discussions about school assessment are often neglected. In light of this, the problem that permeates this study is: How can one carry out...
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Asociación de Profesores de Física de la Argentina
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45301 |
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I10-R316-article-453012024-06-18T11:41:08Z School assessment and thematic approach: dialogues based on an experience in Physics teaching Avaliação escolar e abordagem temática: diálogos a partir de uma experiência no ensino de física Carvalho Pacheco, Lucas Muenchen, Cristiane Supervised Internships Physics teaching Thematic approach School assessment Avaliação escolar Abordagem temática Ensino de física Estágio supervisionado The critical curriculum perspective of the Thematic Approach is characterized by the curriculum being structured around themes. In this perspective, debates and discussions about school assessment are often neglected. In light of this, the problem that permeates this study is: How can one carry out a school assessment coherent with the Thematic Approach? Far from providing dense discussions or presenting a matrix to be followed, this article discusses a process of school assessment in line with the curricular perspective of the Thematic Approach, developed in a state public school in the Camobi neighborhood of Santa Maria/RS. In this sense, this study is of a qualitative nature, where the data collection instruments were the reflective journals elaborated by the class teacher. Data analysis was conducted in light of Discursive Textual Analysis, based on the a priori category "School Assessment in line with the Thematic Approach". From the findings in this work, it was observed that the assessment models and criteria used throughout the classes contributed to a better understanding of the local reality and a critical formation of the students, some of the objectives aimed at by the Thematic Approach. A perspectiva curricular crítica da Abordagem Temática caracteriza-se pela organização curricular ser estruturada em temas. Nessa perspectiva, os debates e as discussões acerca da avaliação escolar são, muitas vezes, negligenciadas. Diante disso, o problema que permeia este estudo é: Como pode-se realizar uma avaliação escolar coerente com a Abordagem Temática? Longe de fornecer densas discussões ou apresentar uma matriz a ser seguida, este artigo discute um processo de avaliação escolar em sintonia com a perspectiva curricular da Abordagem Temática, desenvolvido em uma escola pública estadual do bairro Camobi de Santa Maria/RS. Nesse sentido, este estudo caracteriza-se de natureza qualitativa, em que os instrumentos de coleta de dados foram os diários reflexivos elaborados pelo professor da turma. A análise dos dados foi realizada à luz da Análise Textual Discursiva, a partir da categoria a priori “Avaliação Escolar em sintonia com a Abordagem Temática”. A partir do exposto neste trabalho, observou-se que os modelos e critérios de avaliação utilizados ao longo das aulas contribuiu para um melhor entendimento da realidade local e uma formação crítica dos educandos, alguns dos objetivos almejados pela Abordagem Temática. Asociación de Profesores de Física de la Argentina 2024-06-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45301 10.55767/2451.6007.v36.n1.45301 Journal of Physics Teaching; Vol. 36 No. 1 (2024): January - June; 1-13 Revista de Enseñanza de la Física; Vol. 36 Núm. 1 (2024): Enero - Junio; 1-13 Revista de Enseñanza de la Física; v. 36 n. 1 (2024): Janeiro - Junho; 1-13 2250-6101 0326-7091 10.55767/2451.6007.v36.n1 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45301/45315 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45301/45282 http://creativecommons.org/licenses/by-nc-nd/4.0 |
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Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Supervised Internships Physics teaching Thematic approach School assessment Avaliação escolar Abordagem temática Ensino de física Estágio supervisionado |
| spellingShingle |
Supervised Internships Physics teaching Thematic approach School assessment Avaliação escolar Abordagem temática Ensino de física Estágio supervisionado Carvalho Pacheco, Lucas Muenchen, Cristiane School assessment and thematic approach: dialogues based on an experience in Physics teaching |
| topic_facet |
Supervised Internships Physics teaching Thematic approach School assessment Avaliação escolar Abordagem temática Ensino de física Estágio supervisionado |
| author |
Carvalho Pacheco, Lucas Muenchen, Cristiane |
| author_facet |
Carvalho Pacheco, Lucas Muenchen, Cristiane |
| author_sort |
Carvalho Pacheco, Lucas |
| title |
School assessment and thematic approach: dialogues based on an experience in Physics teaching |
| title_short |
School assessment and thematic approach: dialogues based on an experience in Physics teaching |
| title_full |
School assessment and thematic approach: dialogues based on an experience in Physics teaching |
| title_fullStr |
School assessment and thematic approach: dialogues based on an experience in Physics teaching |
| title_full_unstemmed |
School assessment and thematic approach: dialogues based on an experience in Physics teaching |
| title_sort |
school assessment and thematic approach: dialogues based on an experience in physics teaching |
| description |
The critical curriculum perspective of the Thematic Approach is characterized by the curriculum being structured around themes. In this perspective, debates and discussions about school assessment are often neglected. In light of this, the problem that permeates this study is: How can one carry out a school assessment coherent with the Thematic Approach? Far from providing dense discussions or presenting a matrix to be followed, this article discusses a process of school assessment in line with the curricular perspective of the Thematic Approach, developed in a state public school in the Camobi neighborhood of Santa Maria/RS. In this sense, this study is of a qualitative nature, where the data collection instruments were the reflective journals elaborated by the class teacher. Data analysis was conducted in light of Discursive Textual Analysis, based on the a priori category "School Assessment in line with the Thematic Approach". From the findings in this work, it was observed that the assessment models and criteria used throughout the classes contributed to a better understanding of the local reality and a critical formation of the students, some of the objectives aimed at by the Thematic Approach. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2024 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45301 |
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