Autoavaliação como estratégia para (trans) formação

Abstract

This research refers to investigating significant formative experiences of the pedagogical coordinator on the strategy of formation of their teachers regarding selfassessment. The overall objective is to investigate whether the exercise of selfassessment favors critical reflection by teachers and to identify possibilities for changing their practice. The purpose of this strategy is to activate the teacher's memory to think about their training path, their teaching practices, their classes and interventions, based on professional goals and improvement plans, elaborated during the school year. Some questions guided the investigation: Is self-assessment an exercise present and valued in teaching practice? Do teachers take the practice of self-assessment to their students? Why can teacher self-assessment favor reflection and change in practice? The specific objectives of the proposed research are: (1) to identify what elementary school teachers in the early years think about the selfassessment process for their training, based on self-assessment records and conversation circles; (2) analyze the self-assessment records and the role of feedback and dialogue in promoting reflective action by teachers; (3) propose notes and contribute to a self-assessment and reflective training path, based on the reinterpretations provided by the self-assessment process in training and research. The qualitative research methodology was based on the analysis of teachers' selfassessment records and attentive listening in the conversation circle. It is based on theorists who discuss teacher education, supported mainly by the studies of Freire (1996), Freire, Madalena (2008), Placco and Souza (2006), Almeida (2010) and Warschuer (2001), among other formative authors, whose diversity founded and valued research in the field of training, self-assessment and formative and collaborative assessment. The exercise of self-assessment is a process that involves fundamental axes: the school context, the record, the narratives, the visibility of thought, metacognition and collaborative processes. The research results revealed that the formative strategy of self-assessment is powerful in teacher education, but an action that is little practiced in school culture. It is necessary to ensure a time and space for the exercise of self-assessment, a school context that values the formative strategy of self-assessment, in addition to a training plan for teachers and students to get to know each other and self-regulate their thinking and feeling. The research also contributes to the understanding of the formative strategy of self-assessment for a possible transformation of the pedagogical practice, strengthening of the school culture, teacher self-knowledge and the professional development of the teacher trainer and Pedagogical Coordinator