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Abstract(s)
Este relatório final, no âmbito do Mestrado em Educação Visual e
Tecnológica, é o objeto desenvolvido a partir da Prática Supervisionada III em
Educação Visual, no 3º Ciclo do Ensino Básico numa turma do 7º ano, na
Escola Básica de Levante da Maia, e dá nota da minha procura de uma
(re)definição e de um (re)posicionamento sobre a avaliação, mais
especificamente, a avaliação/autoavaliação no contexto da disciplina de
Educação Visual.
Todo o processo avaliativo e a forma como este se desenvolve nas escolas
por onde passei, sempre foram alvo de algum “desconforto” e preocupação.
Os modelos generalistas aprovados e adotados levantavam‐me dúvidas acerca
da sua aplicabilidade/fiabilidade e eficácia na disciplina de Educação Visual e
Tecnológica. Estas questões e dúvidas acompanharam todo o meu percurso
de 15 anos como profissional.
No decurso do mestrado, entre outras coisas, apresentou‐se como uma
oportunidade para construir novos saberes à volta da questão da avaliação.
Surgiram assim as questões que me levaram até esta investigação: Como
avaliar em Educação Artística? Que instrumentos utilizar? Como posso
melhorar o processo avaliativo e as minhas práticas?
Através deste estudo pretendo (re)pensar a prática da avaliação como
integrante do processo educativo. Este estudo abre a possibilidade de apontar
caminhos possíveis, mais adequados para a construção do conhecimento
sobre a avaliação e a especificidade nas disciplinas artísticas e focar a
importância de promover a avaliação/autoavaliação como um processo de
caráter eminentemente pedagógico, capaz de contribuir de forma eficaz para
o sucesso dos alunos.
This Report, in the context of the Master´s Degree in Visual and Technological Education refers to educational practice in Visual Education, in the 3rd Cycle of Basic Education, in the class of the 7th year, Basic School of Levante da Maia, and give notice of my searching for a (re) definition and (re) positioning of the evaluation, more specifically, in context of the discipline of Visual Education. Throughout the evaluation process and how it develops in the schools where I have been, were always the target of some "discomfort" and concern. The general models approved and adopted lifted me doubts about its applicability / reliability and efficiency in the discipline of Visual and Technological Education. These questions and doubts followed throughout my career of 15 years as a professional. This Master´s Degree presented itself among other things, as an opportunity to build new knowledge around the issue of evaluation. Like this, emerged the questions that led me to this research: How to evaluate in Art Education? What tools to use? How can I improve the evaluation process and my practice? Through this study I intend to (re) think the practice of evaluation as part of the educational process. This study opens the possibility of pointing out possible paths, more suitable for the construction of knowledge about the evaluation and the specific artistic disciplines and focus on the importance of promoting the assessment / self‐assessment as a process of teaching eminently capable of contributing effectively to the success of students.
This Report, in the context of the Master´s Degree in Visual and Technological Education refers to educational practice in Visual Education, in the 3rd Cycle of Basic Education, in the class of the 7th year, Basic School of Levante da Maia, and give notice of my searching for a (re) definition and (re) positioning of the evaluation, more specifically, in context of the discipline of Visual Education. Throughout the evaluation process and how it develops in the schools where I have been, were always the target of some "discomfort" and concern. The general models approved and adopted lifted me doubts about its applicability / reliability and efficiency in the discipline of Visual and Technological Education. These questions and doubts followed throughout my career of 15 years as a professional. This Master´s Degree presented itself among other things, as an opportunity to build new knowledge around the issue of evaluation. Like this, emerged the questions that led me to this research: How to evaluate in Art Education? What tools to use? How can I improve the evaluation process and my practice? Through this study I intend to (re) think the practice of evaluation as part of the educational process. This study opens the possibility of pointing out possible paths, more suitable for the construction of knowledge about the evaluation and the specific artistic disciplines and focus on the importance of promoting the assessment / self‐assessment as a process of teaching eminently capable of contributing effectively to the success of students.
Description
Keywords
Educação artística Repensar Avaliação Autoavaliação Arts Education Rethinking Assessment Self‐assessment
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação