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Publication
A correção de exercícios como estratégia de diferenciações pedagógica
Advisor(s)
Abstract(s)
Desde os finais dos anos oitenta que a diversa legislação focada para a avaliação das aprendizagens, tem vindo a dar enfoque à componente formativa da avaliação. Mas há que ter em conta que uma coisa é o que está escrito e outra é colocá-la efetivamente em prática. Não é de todo fácil desenvolver-se uma prática avaliativa com intencionalidade reguladora. Isto pode implicar muitas mudanças no trabalho da sala de aula, como seja a natureza das tarefas propostas, o método de trabalho, e o repensar do papel do docente e do aluno. Cada vez mais os professores são confrontados com a diversidade de alunos que têm, diversidade não só nas aprendizagens realizadas, mas também na forma de pensar e de aprender, já para não falar das diferentes culturas, valores e domínios da língua portuguesa. Torna-se assim muito importante a criação de momentos de diferenciação pedagógica. Neste trabalho iremos abordar a prática da correção de exercícios em relação com o conceito de inclusão, diferenciação pedagógica e os seus diversos níveis de concretização e avaliação formativa. Serão apresentados e discutidos exemplos concretos de práticas de diferenciação pedagógica a desenvolver nas diversas aulas assistidas.
Since the late 1980s, the diverse legislation focused on the evaluation of learning has been focusing on the formative component of evaluation. But it must be borne in mind that one thing is what is written and another is what is indeed put into practice. It is not at all easy to develop an evaluative practice with regulatory intentions. This may involve many changes in classroom work, such as the nature of the proposed tasks, the method of work, and the rethinking of the role of the teacher and student. Increasingly, teachers are confronted with the diversity of students they have, diversity not only in their learning but also in the way of thinking and learning, not to mention the different cultures, values and domains of the Portuguese language. It is thus very important to create moments of pedagogical differentiation. In this work we will address the practice of correcting exercises in relation to the concept of inclusion, pedagogical differentiation and its different levels of concretization and formative evaluation. Concrete examples of practices of pedagogical differentiation to be developed in the various assisted classes will be presented and discussed.
Since the late 1980s, the diverse legislation focused on the evaluation of learning has been focusing on the formative component of evaluation. But it must be borne in mind that one thing is what is written and another is what is indeed put into practice. It is not at all easy to develop an evaluative practice with regulatory intentions. This may involve many changes in classroom work, such as the nature of the proposed tasks, the method of work, and the rethinking of the role of the teacher and student. Increasingly, teachers are confronted with the diversity of students they have, diversity not only in their learning but also in the way of thinking and learning, not to mention the different cultures, values and domains of the Portuguese language. It is thus very important to create moments of pedagogical differentiation. In this work we will address the practice of correcting exercises in relation to the concept of inclusion, pedagogical differentiation and its different levels of concretization and formative evaluation. Concrete examples of practices of pedagogical differentiation to be developed in the various assisted classes will be presented and discussed.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Inclusão Diferenciação pedagógica Avaliação formativa Correção de exercícios Inclusion Pedagogical differentiation Formative evaluation Correction of exercises