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Advisor(s)
Abstract(s)
O presente estudo situa-se no âmbito das pedagogias participativas, especificamente
na Pedagogia-em-Participação (cf. Formosinho & Oliveira-Formosinho, 2008; Oliveira Formosinho & Formosinho, 2001, 2013a, 2016; Oliveira-Formosinho, 2016a) e centra-se no
desenvolvimento de processos (re)construção da avaliação, a partir da reconstrução da
documentação pedagógica e da planificação educativa. Com este estudo procuro construir
um caminho de (re)construção que torne a avaliação útil às crianças, aos pais, à família em
geral e à própria equipa educativa.
As questões formuladas procuram descrever, interpretar e compreender de forma
aprofundada o papel da documentação pedagógica na planificação educativa, na avaliação e
na forma como revela o progresso das crianças na aprendizagem. Ao longo deste processo
incluo os contributos da voz da criança para uma compreensão profunda e detalhada do
processo de (re)construção da documentação pedagógica, da planificação educativa e da
avaliação.
Do ponto de vista metodológico, este estudo situa-se no paradigma qualitativo e
desenvolve-se através de um estudo de caso (cf. Stake, 2012) por processos de investigação
praxiológica (cf. Formosinho & Oliveira-Formosinho, 2012; Oliveira-Formosinho, 2016a;
Pascal & Bertram, 2012), centrando-se na investigação da práxis pedagógica.
O processo investigativo sustenta-se em princípios éticos e deontológicos (cf. Bertram
et al., 2016). É assegurada a confidencialidade dos dados recolhidos e garantida a
privacidade das crianças, procurando preservar os seus dados pessoais.
O estudo evidencia que a documentação pedagógica enquanto estudo dos processos e
das realizações das aprendizagens das crianças serve de suporte para a construção da
planificação e da avaliação inclusiva, democrática e participativa. Procura tornar real o
exercício dos direitos das crianças e dos adultos e a vivência da participação, da democracia
e da equidade.
The present study was devised in the context of the participatory pedagogies, more specifically the Pedagogy-in-Participation (cf. Formosinho & Oliveira-Formosinho, 2008; Oliveira-Formosinho & Formosinho, 2001, 2013a, 2016 and Oliveira-Formosinho, 2016a) and is targeted at the development of processes of (re)construction of the evaluation from the reconstruction of the pedagogical documentation and the educational planning. With this study, I try to establish a path of (re)construction that makes evaluation accessible to children, parents, family, and the educational team itself. The questions asked seek to describe, interpret and comprehend in depth the role of pedagogical documentation in educational planning, assessment and how it reveals children's progress in learning. Throughout this process I include contributions from children that lead to a deep and detailed understanding of the process of (re)construction of educational documentation, educational planning and evaluation. From the methodological point of view, this study uses a qualitative approach and is developed through a case study (cf. Stake, 2012) by processes of praxiological research (cf. Formosinho & Oliveira-Formosinho, 2012; Oliveira-Formosinho, 2016a; Pascal & Bertram, 2012), focusing on the investigation of pedagogical praxis. The investigative process is based on ethical and deontological principles (cf. Bertram et al., 2016). The confidentiality of the collected data is guaranteed and the children's privacy is guaranteed, in order to preserve their personal data. The study shows that pedagogical documentation as a study of the processes and achievements of children's learning supports the construction of inclusive, democratic and participatory planning and evaluation. It makes real the exercise of the rights of children and adults and the experience of participation, democracy and equity.
The present study was devised in the context of the participatory pedagogies, more specifically the Pedagogy-in-Participation (cf. Formosinho & Oliveira-Formosinho, 2008; Oliveira-Formosinho & Formosinho, 2001, 2013a, 2016 and Oliveira-Formosinho, 2016a) and is targeted at the development of processes of (re)construction of the evaluation from the reconstruction of the pedagogical documentation and the educational planning. With this study, I try to establish a path of (re)construction that makes evaluation accessible to children, parents, family, and the educational team itself. The questions asked seek to describe, interpret and comprehend in depth the role of pedagogical documentation in educational planning, assessment and how it reveals children's progress in learning. Throughout this process I include contributions from children that lead to a deep and detailed understanding of the process of (re)construction of educational documentation, educational planning and evaluation. From the methodological point of view, this study uses a qualitative approach and is developed through a case study (cf. Stake, 2012) by processes of praxiological research (cf. Formosinho & Oliveira-Formosinho, 2012; Oliveira-Formosinho, 2016a; Pascal & Bertram, 2012), focusing on the investigation of pedagogical praxis. The investigative process is based on ethical and deontological principles (cf. Bertram et al., 2016). The confidentiality of the collected data is guaranteed and the children's privacy is guaranteed, in order to preserve their personal data. The study shows that pedagogical documentation as a study of the processes and achievements of children's learning supports the construction of inclusive, democratic and participatory planning and evaluation. It makes real the exercise of the rights of children and adults and the experience of participation, democracy and equity.
Description
Keywords
Pedagogia-em-participação Documentação pedagógica Planificação educativa Avaliação Pedagogy-in-participation Pedagogical documentation Educational planning Evaluation