Avaliação escolar em Física: concepções de professores que atuam no ensino médio de Curitiba/PR

Abstract

This dissertation presents the results of a research, which objectives was to analyze the teacher’s conceptions about evaluation practices adopted in the discipline of physics in Regular High School. It is assumed that the evaluation method that is being applied only seeks to classify and compare students, thus contributing to demotivation and indifference to the content of Physics. From these elements and in articulation with reflections produced in a literature review and in parallel with reflections arising from school reality, it was established the following research questions: A) How do Physics teachers of state education from Curitiba claims to evaluate their students? B) Which instruments and methodologies they declare to use in the evaluation process C) Does The use of these tools leads the teacher to a formative evaluation? The general objective of this research consists in analyze the teacher’s conceptions about the school evaluation process in the discipline of Physics of High School in public state education in the city of Curitiba. From the general objective, the following specifics objectives stand out: A) Identify the instruments and methodologies used by physics teachers in the evaluation process; B) Characterize and understand the evaluative practice of physics teachers who works in state education in Curitiba and C) understand how the use of instruments and methods and its possible contributions to a formative evaluation occurs. For that, a qualitative research, of descriptive and interpretative nature was developed together with teachers who teach the discipline of physics in state education and basic education in Paraná, who work in the city of Curitiba. As investigation techniques, it was used online forms which were sent to the participants by the Educational Department of State of Paraná (Secretaria de Estado da Educação do Paraná – SEED). The information was analyzed based on procedures of content analysis focused on the information provided by participants. As results, it was noticed, in the answers of participating teachers, that the school evaluation in physics has been realized through different instruments. However, generally, the grades register occurs by tests, considered as a traditional method being used in the evaluation processes as a requirement of the educational system. It is noticed the existence of constraints that make difficult the construction of alternatives to the traditional evaluate method, since the grade register and tests is mandatory in the evaluation processes of Brazilian educational system and in many intern regiments of the schools, which makes difficult the practical changes of many teachers. In this sense, it is important to allow discussions that provides a reflection about the practices of teachers and also about strategies and methodologies to physics class, specially in relation to school evaluation.