Avaliação no ensino de ciências: estudo na implantação da pedagogia de projetos em escola pública de ensino básico da região metropolitana de Porto Alegre

摘要

This investigation is composed of a qualitative research which is based on multiple case study. The formal structure of this essay is opened by the introduction, that contextualizes and promotes the questioning for the study, on the second chapter the theoretical assumptions are presented with their relations on the role of the institution of school, pedagogy of projects associated with the teaching of science and transdisciplinarity and evaluation in the school context. On the third part the study methodology is described. On the fourth chapter, result analysis is performed showing the evaluations concepts of the participating teachers, the means and how these teachers perceive the pedagogy of projects. On the fifth part, final considerations are shown and we attempt to comprehend how teachers from two public elementary schools whom work with projects evaluate their students. These institutions are located at two cities within the metropolitan area of state capital Porto Alegre, at Rio Grande do Sul, Brazil. This case study of the evaluation process is considered relevant due to our understanding of the challenge the public schools have to measure the knowledge in a way to offer an improvement on the learning and change in the social context of their students. We aim at the comprehension of how the Pedagogy of Projects influences the evaluative process. In order to provide that, we elaborated a survey to semi-structurated interviews. Each participating teacher answered that questionnaire and was later interviewed. Observations were also made during the visitation in both schools. The material was submitted to Discursive Textual Analysis, proposed by Moraes e Galiazzi (2007). This analysis indicated that both schools have diverging methodologies, while the teachers from one of the schools evaluate in a traditional standard, teachers from the other institution are in a transition process, where they have abolished the tests from their evaluation instruments. Their prerogative is of a Dialogical School, but not without some trouble, for the results show that, despite having innovative proposals, the concepts of a traditional evaluation are still present.