Itinerário Didático Pedagógico de Avaliação (IDIPEA) e a formação continuada docente

Abstract

The assessment must be understood as an instrument for all the involved, student and teacher, in the results of your actions and your cognitive development, and may the student shows how and what learned and the educator resize your pedagogical practice. Based on this premise, we elaborated the question research problem: What happens with the conceptions of teachers of elementary schools concerning to evaluating process when studying about Didactic Pedagogical Evaluation Itinerary - IDIPEA? Which are the formative elements that the IDPEA elicit for the elementary teachers? Searching for answers, the general objective was to comprehend the conceptions of elementary school teachers about the evaluation of learning, through parameters of the Didactic Pedagogical Evaluation Itinerary - IDIPEA, in order to identify their implications in the formative process through a continued teacher education course. The qualitative research, with an explanatory design and field study, involved twelve elementary teachers from a municipal school, early basic education, located in the countryside, northern of Paraná state. The data collected occurred during a training course offered by the researcher. The instruments applied were a survey, a semi-structured interview and the participant observation. The structure for the analysis of results was carried out according to Bardin's content analysis. The results emphasize that before the course, the participants showed insecurity when evaluating the abilities and competences of students, since they did not have on their educational background detailed discussions about the topic.so this reinforces the necessity of more discussions about the new perspectives of evaluation. Afterwards, the development of the training course, we identified that the studies contained on the educational product - IDPEA, provided experiences exchange among the participants, the expansing of knowledge about the competences, abilities preposed in the National Common Curricular Base and the Paraná Curricular Reference in Focus, manners, types, and evaluation instruments and the formative evaluation. Some results also revealed the teacher's concerns regarding the topic anxiety and evaluation, which arise subcategories indicating the necessity of parents action and a specialized support to remedy the referred problem experimented at school. The teacher’s argumentations and perceptions are feasible and makes part of the school routine, thus, we reinforce the necessity of more discussions about the new evaluation perspectives. Based on the regarded results, we suggest that the IDPEA be applied and studied in new contexts of continued or initial teacher education, in order to provide theoretical and practical foundation that aims at improving the quality of evaluating process.