| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.15 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O principal propósito deste relatório é contribuir para uma reflexão no domínio
da avaliação pedagógica dos cursos profissionais, nas suas diferentes componentes:
avaliação modular, avaliação no âmbito da Formação em Contexto de Trabalho
(F.C.T.) e no âmbito da Prova de Avaliação Profissional (P.A.P.).
A avaliação é uma das componentes fundamentais da prática
pedagógica,funcionando de modo sistemático e interrelacionado com todas as outras
componentes (Pacheco, 1994).
Os cursos profissionais, constituindo uma modalidade do nível secundário da
educação, caracterizam-se por uma forte ligação com o mundo do trabalho,
valorizando-se, nas aprendizagens realizadas, o desenvolvimento de competências
para o exercício de uma profissão. Neste sentido, deixa de fazer sentido a
centralização regular da docência no programa das diferentes disciplinas lecionadas,
passando este a ser entendido como uma referência instrumental ao serviço de um
conjunto de objetivos estruturantes, em direção a níveis elevados de contextualização
ao meio envolvente e ao desempenho concreto da profissão (Gonçalves, 2008).
A avaliação assume particularidades únicas, porquanto, atendendo à estrutura
disciplinar modular destes cursos, passa a assumir contornos únicos, que
acompanham essas particularidades. Torna-se, no entanto, evidente, a necessidade
de refletir acerca da avaliação como um todo, os seus conceitos fundamentais e as
práticas avaliativas que contribuam para melhores aprendizagens, contextualizando a
pretensão atrás enunciada, correndo-se o risco da ausência de um eixo condutor, que
torne visível um entendimento tout cour da pretensão discursiva.
Por outro lado, o presente documento, enquadrado no âmbito do II ciclo de
estudos em Ciências da Educação- Administração e Organização Escolar, assumese
como o corolário do trabalho desenvolvido pelo docente Francisco António da
Costa Machado de Carvalho, tendo em consideração, para além das linhas
orientadoras constantes do Projeto Educativo das Escolas Didáxis de Riba D´Ave e
de Vale S. Cosme, do Regulamento Interno dos Cursos Profissionais das duas escolas e demais legislação avulsa atinente à carreira docente e aos modelos
curriculares, em que o docente desempenha ou desempenhou as suas funções
profissionais, durante o período considerado.
The main purpose of this report is to contribute to a reflection in the field of educational evaluation of professional courses in its different components: modular assessment, within the training in the work place and within the Professional Assessment Test. Evaluation is a key component of pedagogical practice, working in a systematic and interrelated manner with all other components (Pacheco, 1994). Vocational courses, constituting a form of secondary level of education, are characterized by a strong link with the world of work, valuing themselves, the performed learning, the development of skills for the exercise of a profession. In this sense , no longer makes sense to regulate centralization of teaching in the programs of different taught subjects, with this being understood as an instrumental reference to the service of a number of structural objectives towards high levels of context to the surroundings and performance profession concrete (Gonçalves, 2008). The assessment assumes unique characteristics , because , given the modular structure of these disciplinary courses , now assumes unique contours , accompanying these features. It is, however, obvious, the need to reflect on the assessment as a whole, its fundamental concepts and assessment practices that contribute to better learning, contextualizing the intention behind enunciated, running the risk of the absence of an axis driver, which makes a visible tout cour discursive intention understanding. On the other hand , this paper, framed within the II cycle of studies in Education Administration and School Management, is assumed as the result of the work developed by the teacher Francisco António da Costa Machado de Carvalho ´s work, taking into account, in addition the constant guidelines of the Educational Project of Didáxis schools of Riba D'Ave and Vale S. Cosme , of the two schools Rules of Professional Courses and other separate legislation pertaining to the teaching career and curriculum models, in which the teacher plays or played the their professional duties during the period.
The main purpose of this report is to contribute to a reflection in the field of educational evaluation of professional courses in its different components: modular assessment, within the training in the work place and within the Professional Assessment Test. Evaluation is a key component of pedagogical practice, working in a systematic and interrelated manner with all other components (Pacheco, 1994). Vocational courses, constituting a form of secondary level of education, are characterized by a strong link with the world of work, valuing themselves, the performed learning, the development of skills for the exercise of a profession. In this sense , no longer makes sense to regulate centralization of teaching in the programs of different taught subjects, with this being understood as an instrumental reference to the service of a number of structural objectives towards high levels of context to the surroundings and performance profession concrete (Gonçalves, 2008). The assessment assumes unique characteristics , because , given the modular structure of these disciplinary courses , now assumes unique contours , accompanying these features. It is, however, obvious, the need to reflect on the assessment as a whole, its fundamental concepts and assessment practices that contribute to better learning, contextualizing the intention behind enunciated, running the risk of the absence of an axis driver, which makes a visible tout cour discursive intention understanding. On the other hand , this paper, framed within the II cycle of studies in Education Administration and School Management, is assumed as the result of the work developed by the teacher Francisco António da Costa Machado de Carvalho ´s work, taking into account, in addition the constant guidelines of the Educational Project of Didáxis schools of Riba D'Ave and Vale S. Cosme , of the two schools Rules of Professional Courses and other separate legislation pertaining to the teaching career and curriculum models, in which the teacher plays or played the their professional duties during the period.