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Advisor(s)
Abstract(s)
O impacto da avaliação externa (vulgo exames nacionais) na prática letiva do professor
e na qualidade das aprendizagens dos alunos é um assunto que continua a merecer
reflexão e preocupação por parte dos agentes educativos. A plena convivência entre
uma aprendizagem de qualidade e os resultados da avaliação externa continua a ser
questionável e alvo de alguns constrangimentos. Esta situação agudiza-se com a atual
necessidade de ir ao encontro dos novos documentos estruturantes, nomeadamente os
documentos que dizem respeito ao Perfil do Aluno e às Aprendizagens Essenciais. Estes
atuais normativos e documentos de referência tentam dar uma resposta capaz às
múltiplas dimensões e competências que os jovens necessitam de desenvolver para
prosperar no mundo atual (e futuro). Contudo, a exequibilidade dos mesmos pode ser
questionável quando aplicados em anos de escolaridade sujeitos a exame nacional.
Existem inúmeras variantes que condicionam o processo de ensino e aprendizagem e
que, muitas vezes, acabam por influenciar a prática docente. Neste sentido, o presente
estudo de investigação pretende compreender melhor a influência da avaliação externa
na identidade profissional docente, não só no modo como o profissional de ensino
orienta as suas metodologias, mas também nas suas crenças e identidades pedagógicas.
O estudo intenta, partindo do material empírico recolhido, promover uma reflexão
aprofundada sobre a – aparente – dicotomia entre a identidade profissional docente,
refletida maioritariamente nas práticas pedagógicas, e o modelo de avaliação externa
do nosso sistema escolar.
Foi dada voz a docentes que vivem esta realidade – através de inquérito por entrevista
– esclarecendo, numa realidade e contexto escolar específicos, se o elemento “avaliação
externa” exerce uma pressão efetiva no modo de ensinar do professor, isto é, se é
possível encontrar evidências empíricas deste fator na sua identidade profissional,
nomeadamente se esta se encontra efetivamente limitada por este modelo de
certificação de aprendizagens.
Os resultados mostram que os exames nacionais influenciam, de modo acentuado, a
prática letiva docente e afastam os professores daquilo que percecionam ser a sua
identidade profissional, denotando, entrelinhas, alguns equívocos a respeito da
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perceção que alguns professores detêm do seu papel e do seu lugar enquanto agentes
educativos.
The impact of external evaluation (national exams) on teaching practice and studentlearning quality is a subject that continues to merit reflection and concern from educational agents. Whether it is possible to achieve harmony between quality learning and the results of external evaluation is an issue that remains questionable and subject to constraints. This situation is exacerbated by the current need to meet the most recent structuring documents, namely those that relate to the Student Profile and Essential Learning. These current norms and reference documents attempt to give an adequate response to the multiple dimensions and competencies that the pupils need to develop in order to thrive in the current (and future) world. However, their feasibility can be questionable when applied in academic years subject to national exams. There are numerous variants that condition the teaching and learning process and that often end up influencing the teaching practice. Thusly, this research aims to better understand the influence of external evaluation on teachers’ professional identity – not only in the manner in which the teaching professional structures their methodologies, but also in their beliefs and pedagogical identities. Based on the analysis of the collected empirical material, this study attempts to promote an in-depth reflection on the (apparent) dichotomy between professional teacher identity, reflected mostly in pedagogical practices, and the external evaluation model of the Portuguese school system. Teachers were surveyed via interview, in an attempt to explain whether - in specific school contexts - the "external evaluation" element exerts a substantial amount of pressure on individual teaching practices, that is, if it is possible to find empirical evidence on whether their professional identity is impacted or limited by this model of learning certification. Results show that national exams strongly influence teaching practice and distract teachers from what they understand to be their professional identity, suggesting certain misconceptions on what some teachers perceive to be their roles and purpose as educational agents.
The impact of external evaluation (national exams) on teaching practice and studentlearning quality is a subject that continues to merit reflection and concern from educational agents. Whether it is possible to achieve harmony between quality learning and the results of external evaluation is an issue that remains questionable and subject to constraints. This situation is exacerbated by the current need to meet the most recent structuring documents, namely those that relate to the Student Profile and Essential Learning. These current norms and reference documents attempt to give an adequate response to the multiple dimensions and competencies that the pupils need to develop in order to thrive in the current (and future) world. However, their feasibility can be questionable when applied in academic years subject to national exams. There are numerous variants that condition the teaching and learning process and that often end up influencing the teaching practice. Thusly, this research aims to better understand the influence of external evaluation on teachers’ professional identity – not only in the manner in which the teaching professional structures their methodologies, but also in their beliefs and pedagogical identities. Based on the analysis of the collected empirical material, this study attempts to promote an in-depth reflection on the (apparent) dichotomy between professional teacher identity, reflected mostly in pedagogical practices, and the external evaluation model of the Portuguese school system. Teachers were surveyed via interview, in an attempt to explain whether - in specific school contexts - the "external evaluation" element exerts a substantial amount of pressure on individual teaching practices, that is, if it is possible to find empirical evidence on whether their professional identity is impacted or limited by this model of learning certification. Results show that national exams strongly influence teaching practice and distract teachers from what they understand to be their professional identity, suggesting certain misconceptions on what some teachers perceive to be their roles and purpose as educational agents.
Description
Keywords
Avaliação externa Exames nacionais Prática letiva Identidade profissional docente External evaluation National examinations Teaching practice Teachers professional identity