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A crença de que a avaliação pedagógica exige um tipo particular de instrumento de medida ou um movimento separado do ensinar tende a prevalecer sobre o conhecimento de que a avaliação pedagógica é o processo intrínseco ao ensinar, que permite que o ensino se transforme em aprendizagem. O conhecimento docente é um património dinâmico constituído por conhecimentos científicos da área disciplinar, conhecimento de pedagogia e de técnicas de ensino, imersos em valores e experiências pessoais, convicções e crenças sobre, por exemplo, o que é a escola e a educação, qual o papel do professor e dos alunos, como deve ser organizada a aula e a avaliação. Em termos epistemológicos, a crença só se torna conhecimento quando a verdade da proposição é provada (por via racional ou empírica) e daqui resulta a definição de conhecimento como crença verdadeira justificada, condições necessárias para o conhecimento epistémico que se aplicam a todos os enunciados de natureza científica. No exercício da docência, que crenças é que os professores têm sobre avaliação pedagógica e sobre as suas práticas de avaliação pedagógica? Esta é a pergunta que desencadeia o movimento de autoquestionamento e autoobservação da relação entre crenças, conhecimento e práticas de avaliação pedagógica relativamente à garantia epistémica no contexto de uma oficina de formação a partir da qual averiguamos da possibilidade de criar condições que favoreçam a autonomia e autoria epistémica docente. Adotou-se o paradigma qualitativo de investigação, ligado à fundamentação do pensar e do agir, no pressuposto de que a realidade não é unívoca. O processo de investigação foi desencadeado a partir da ação (prévia) de conceção/acreditação, implementação e avaliação de uma oficina de formação sobre avaliação pedagógica, no contexto da qual os professores participantes elaboraram um portefólio reflexivo. Em sequência, os instrumentos de recolha de dados tiveram em conta o método autobiográfico, envolvendo os participantes num processo de reconstrução interpretativa das experiências na primeira pessoa: portefólio reflexivo e, depois, micronarrativa e entrevista coletiva. Os dados obtidos foram sujeitos a duas fases de análise de conteúdo, tendo sido considerados ao longo desse processo quatro fatores: objeto e contexto, modalidade formativa, dinâmicas e produto a realizar. A primeira fase de análise foi realizada com base nos conceitos crenças, práticas e conhecimentos docentes, validada por juízes externos, para evidenciar alinhamentos e dissonâncias no discurso dos professores e se, através da formação, é possível criar condições que favoreçam a autonomia e autoria epistémica docente. Na fase seguinte, foram analisados os portefólios reflexivos relativamente aos enfoques de conhecimento – tácito, práxico e epistémico. Dos procedimentos éticos e técnicos resultou o objeto inicial de 26 portefólios; os instrumentos micronarrativas e entrevistas coletivas recolheram dados junto de seis docentes. Da triangulação dos dados obtidos nos portefólios reflexivos, micronarrativas e entrevistas coletivas verifica-se que a participação na oficina de formação, a implicação direta da aula com a premissa do professor como investigador da sua prática e consequente registo reflexivo em portefólio foram decisivas para fazer emergir as dissonâncias, tensões e alinhamentos entre crenças, práticas e conhecimentos. Da análise dos portefólios reflexivos quanto ao enfoque do conhecimento conclui-se que nenhum portefólio apresenta um enfoque de conhecimento único; a totalidade dos portefólios mostra um enfoque práxico - identificando razões e/ou justificações (teóricas ou práticas) para escolhas didáticas, aliando a identificação da intencionalidade pedagógica de uma atividade com expectativas de prestação dos alunos. Considera-se que 14 portefólios apresentam enfoque tácito, emergente do exercício centrado no agir e na partilha quotidiana de preocupações com problemas concretos com referências a crenças tipificadas sobre alunos, situações ou ações. Noutros 14 portefólios, verificamos a existência simultânea do enfoque epistémico, pela narrativa de avaliação e fundamentação das práticas em conhecimentos, distinguindo crenças e expectativas de previsão e análise de resultados dos alunos, em consequência da intencionalidade pedagógica das mesmas. Dois portefólios apresentam elementos dos três enfoques. Verificou-se ainda que o contexto organizacional favorável ao desenvolvimento e aprendizagem profissional surge como essencial – uma vez que a oficina de formação foi criada por necessidade expressa de Agrupamentos de Escola da rede de parceiros do Serviço de Apoio à Melhoria da Educação, FEP/UCP. Concluímos que as características individuais destes professores, sugeridas por Dewey - um estado de dúvida e inquietação seguido por um ato de investigação que explique e fundamente ou anule a crença identificada, podem ser ativadas com vista à autonomia e autoria epistémica docente através da formação, sendo o contexto organizacional determinante para o maior alinhamento entre crenças, práticas e conhecimentos dos docentes em torno da avaliação pedagógica.
The belief that pedagogical assessment requires a particular type of instrument or a separate teaching movement tends to prevail over the knowledge that pedagogical assessment is an intrinsic process of teaching that enables teaching to transform into learning. Teaching knowledge is a dynamic corpus consisting of specific scientific knowledge, pedagogic knowledge, and teaching techniques, immersed in values and personal experiences, convictions, and beliefs about, for example, what school and education are, the role of the teacher and students, how lessons and assessments should be organized. In epistemological terms, belief only becomes knowledge when the truth of the proposition is proven (rationally or empirically), leading to the definition of knowledge as justified true belief, necessary and sufficient conditions for epistemic knowledge that apply to all statements of a scientific nature. When teaching, what beliefs do teachers hold about pedagogical assessment and their practices of pedagogical assessment? This is the question that triggers the movement of self-questioning and self-observation of the relationship between beliefs, knowledge, and pedagogical assessment practices regarding epistemic justification in the context of a training workshop from which we investigate the possibility of creating conditions that favor teacher epistemic autonomy and authorship. We adopted a qualitative research paradigm, linked to the foundation of thinking and acting, assuming that reality is not univocal. The research process was activated by the (previous) action of designing/accrediting, implementing, and evaluating a training workshop on pedagogical assessment, in which participating teachers created a teaching portfolio. Subsequently, data collection instruments considered the autobiographical method, involving participants in a process of interpretative reconstruction of their first-person experiences: portfolio and, later, micro narrative and group interview. The data obtained underwent two phases of content analysis, considering four factors: object and context, training modality, dynamics, and product to be produced. The first phase of analysis was based on the concepts of beliefs, practices, and teaching knowledge, validated by external judges, to highlight alignments and tensions in teachers' discourse and to determine if, through training, it is possible to create conditions that favor teacher epistemic autonomy and authorship. In the following phase, the portfolios were analyzed regarding knowledge focuses - tacit, praxical, and epistemic. Ethical and technical procedures resulted in the initial object of 26 portfolios; micro-narratives and group interviews collected data from six teachers. From the triangulation of data obtained from reflective portfolios, micro-narratives, and group interviews, it is evident that participation in the training workshop, the direct involvement of teaching with the premise of the teacher as an investigator of their practice and subsequent portfolio recording were decisive in bringing out the dissonances, tensions, and alignments between beliefs, practices, and knowledge. From the analysis of portfolios on the knowledge focus, it is concluded that no portfolio presents a unique knowledge focus; all portfolios show a praxical focus - identifying justifications (theoretical or practical) for didactic choices, combining the identification of pedagogical intentionality of an activity with expectations of student performance. It is considered that 14 portfolios have a tacit focus, emerging from the exercise centered on action and the daily sharing of concerns about concrete problems with references to typified beliefs about students, situations, or actions. In another 14 portfolios, we observe the simultaneous presence of the epistemic focus, through the narrative of assessment and justification of practices in knowledge, distinguishing beliefs and expectations for predicting and analyzing student results, as a consequence of pedagogical intentionality. Two portfolios present elements of all three focuses. It was also found that the organizational context favorable to professional development and learning emerges as essential - as the training workshop was created out of the expressed need of Schools in the network of partners of the Education Improvement Support Service, FEP/UCP. We conclude that the individual characteristics of these teachers, suggested by Dewey - a state of doubt and restlessness followed by an act of investigation that explains and substantiates or disproves the identified belief, can be activated for teacher epistemic autonomy and authorship through training, with the organizational context being crucial for greater alignment between teachers' beliefs, practices, and knowledge regarding pedagogical assessment.
The belief that pedagogical assessment requires a particular type of instrument or a separate teaching movement tends to prevail over the knowledge that pedagogical assessment is an intrinsic process of teaching that enables teaching to transform into learning. Teaching knowledge is a dynamic corpus consisting of specific scientific knowledge, pedagogic knowledge, and teaching techniques, immersed in values and personal experiences, convictions, and beliefs about, for example, what school and education are, the role of the teacher and students, how lessons and assessments should be organized. In epistemological terms, belief only becomes knowledge when the truth of the proposition is proven (rationally or empirically), leading to the definition of knowledge as justified true belief, necessary and sufficient conditions for epistemic knowledge that apply to all statements of a scientific nature. When teaching, what beliefs do teachers hold about pedagogical assessment and their practices of pedagogical assessment? This is the question that triggers the movement of self-questioning and self-observation of the relationship between beliefs, knowledge, and pedagogical assessment practices regarding epistemic justification in the context of a training workshop from which we investigate the possibility of creating conditions that favor teacher epistemic autonomy and authorship. We adopted a qualitative research paradigm, linked to the foundation of thinking and acting, assuming that reality is not univocal. The research process was activated by the (previous) action of designing/accrediting, implementing, and evaluating a training workshop on pedagogical assessment, in which participating teachers created a teaching portfolio. Subsequently, data collection instruments considered the autobiographical method, involving participants in a process of interpretative reconstruction of their first-person experiences: portfolio and, later, micro narrative and group interview. The data obtained underwent two phases of content analysis, considering four factors: object and context, training modality, dynamics, and product to be produced. The first phase of analysis was based on the concepts of beliefs, practices, and teaching knowledge, validated by external judges, to highlight alignments and tensions in teachers' discourse and to determine if, through training, it is possible to create conditions that favor teacher epistemic autonomy and authorship. In the following phase, the portfolios were analyzed regarding knowledge focuses - tacit, praxical, and epistemic. Ethical and technical procedures resulted in the initial object of 26 portfolios; micro-narratives and group interviews collected data from six teachers. From the triangulation of data obtained from reflective portfolios, micro-narratives, and group interviews, it is evident that participation in the training workshop, the direct involvement of teaching with the premise of the teacher as an investigator of their practice and subsequent portfolio recording were decisive in bringing out the dissonances, tensions, and alignments between beliefs, practices, and knowledge. From the analysis of portfolios on the knowledge focus, it is concluded that no portfolio presents a unique knowledge focus; all portfolios show a praxical focus - identifying justifications (theoretical or practical) for didactic choices, combining the identification of pedagogical intentionality of an activity with expectations of student performance. It is considered that 14 portfolios have a tacit focus, emerging from the exercise centered on action and the daily sharing of concerns about concrete problems with references to typified beliefs about students, situations, or actions. In another 14 portfolios, we observe the simultaneous presence of the epistemic focus, through the narrative of assessment and justification of practices in knowledge, distinguishing beliefs and expectations for predicting and analyzing student results, as a consequence of pedagogical intentionality. Two portfolios present elements of all three focuses. It was also found that the organizational context favorable to professional development and learning emerges as essential - as the training workshop was created out of the expressed need of Schools in the network of partners of the Education Improvement Support Service, FEP/UCP. We conclude that the individual characteristics of these teachers, suggested by Dewey - a state of doubt and restlessness followed by an act of investigation that explains and substantiates or disproves the identified belief, can be activated for teacher epistemic autonomy and authorship through training, with the organizational context being crucial for greater alignment between teachers' beliefs, practices, and knowledge regarding pedagogical assessment.
Description
Keywords
Crenças Conhecimento Práticas Avaliação pedagógica Formação Desenvolvimento e aprendizagem profissional Beliefs Knowledge Practices Pedagogical assessment Training Professional development and learning