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Ensaio para uma avaliação livre e aberta das capacidades de desenvolvimento das crianças... com estratégias de dinâmica fenomenológica e psicossomática
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Authors
Advisor(s)
Abstract(s)
O autor desenvolve e explica como deverá processar-
se uma Avaliação Contínua, Livre e Aberta em
contraproposta às avaliações-observações tradicionais, vulgarmente utilizadas para saber algo sobre as Capacidades
e o Comportamento de Crianças com dificuldades
de desenvolvimento, sempre sujeitas a estímulos
normalizados e procurando, erradamente, respostas escalonadas
por processos sintetizados, vazios, esteriotipados
e/ou artificiais, tipo laboratoriais.
Este artigo tem como objectivo, por um lado, ser
um contributo para uma crítica aos fundamentos das
avaliações tradicionais, por outro, desenvolver, em
contraponto, uma outra proposta alternativa de Avaliação
Contínua, com Estratégias de Dinâmica Fenomenológica
e Psicossomática..., a propósito e durante
os projectos de apoio de Intervenção Educacional e
Terapêutica.
Avaliar e observar de uma maneira Livre e Aberta
uma criança é encontrar a sua unificação e nunca enquadrá-
la em escalas universais normalizadas e isoláveis,
comparando-a com as outras crianças, estilo
aproximação da «criança tipo», que cientificamente
não existe...
Pelo contrário, qualquer Avaliação deverá ser
realizada em metodologia qualitativa, fenomenológica,
psicossomática e em compreensão de interacção simbólica
do observado com o observador; ...em «inter
captura» de sensibilidades recíprocas e sempre a propósito
e no contexto do programa de apoio, onde uma
criança se insere e num efeito imbricado sobre todas as
suas áreas vivenciais e/ou sobre uma, que por surpresa,
não esperaríamos; ...e, afinal, nunca, talvez, apenas a
área de que nos dispúnhamos a avaliar...
The author develops and explains how should a Continuous, Free and Open evaluation be done, as opposed to the traditional Observation-Evaluation techniques, commonly used to analyse the abilities and behaviour of children with development difficulties; usually subjected to standard stimuli, organised, wrongly, in synthesised, empty, stereotyped and/or artificially scaled answers, like a laboratory mould. This article has the goal, on one hand, of being a contribution to a critique of the foundations of traditional evaluation, and on the other hand, to propose an alternative of Continuous Evaluation, related to an Educational Intervention and a Phenomenology and Psychosomatic Dynamic Strategy. To Evaluate and to observe a child in a Free and Open way is to find the child’s uniqueness, and not to make her fit into standard typified scales; comparing her to other children, as if there was a «Standard Child», which there isn’t, scientifically speaking... On the contrary, any Evaluation should be made using qualitative, phenomenology and psychosomatic methodology; understanding the symbolic interaction between observed and observer... in «inter captura» of reciprocal sensitivities, purposeful and in relation to the support programme where the child is inserted. It should have an imbricated effect on all livelihood areas of life, and/or only in one that we wouldn’t be expecting; and in the end not only in the area we proposed to evaluate initially.
The author develops and explains how should a Continuous, Free and Open evaluation be done, as opposed to the traditional Observation-Evaluation techniques, commonly used to analyse the abilities and behaviour of children with development difficulties; usually subjected to standard stimuli, organised, wrongly, in synthesised, empty, stereotyped and/or artificially scaled answers, like a laboratory mould. This article has the goal, on one hand, of being a contribution to a critique of the foundations of traditional evaluation, and on the other hand, to propose an alternative of Continuous Evaluation, related to an Educational Intervention and a Phenomenology and Psychosomatic Dynamic Strategy. To Evaluate and to observe a child in a Free and Open way is to find the child’s uniqueness, and not to make her fit into standard typified scales; comparing her to other children, as if there was a «Standard Child», which there isn’t, scientifically speaking... On the contrary, any Evaluation should be made using qualitative, phenomenology and psychosomatic methodology; understanding the symbolic interaction between observed and observer... in «inter captura» of reciprocal sensitivities, purposeful and in relation to the support programme where the child is inserted. It should have an imbricated effect on all livelihood areas of life, and/or only in one that we wouldn’t be expecting; and in the end not only in the area we proposed to evaluate initially.
Description
Keywords
Avaliação Continuidade Fenomenologia Evaluation Continuity Phenomenology
Citation
Análise Psicológica, 4(17), 653-671.
Publisher
Instituto Superior de Psicologia Aplicada