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Avaliação curricular e paradigmas
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Advisor(s)
Abstract(s)
O artigo começa por destrinçar a avaliação curricular
da avaliação de aprendizagem dos alunos, recorrendo
à circularidade do modelo tecnológico. Após discutir o
conceito de paradigma, procede a um levantamento de
alguns modelos de avaliação curricular, desde os situa dos num paradigma quantitativo, que visa a explicação
das situações, na sua forma mais pura, absoluta e obje tiva, não contaminada pelas percepções e concepções
do avaliador, até ao paradigma qualitativo, que pretende
a compreensão da “realidade” em causa, devidamente
contextualizada, fazendo uso das subjetividades, obri gando por isso o avaliador a uma imersão mais profunda
no terreno de avaliação. Finalmente toma uma posição
crítica e fundamentada na teoria anteriormente exposta,
defendendo o exercício de autoavaliação.
The paper begins by disentangling the curriculum eva luation from the evaluation of students’ learning, using the circularity of the technological model. After discus sing the concept of paradigm, it undertakes a survey of some models of curriculum evaluation, since those set in a quantitative paradigm, which seeks to explain the situation at its most pure, absolute and objective way, untainted by the perceptions and conceptions of the evaluator up to the qualitative paradigm, which seeks to understand the “reality” in question, properly con textualized, making use of subjectivities, so forcing the evaluator to a deeper immersion in the field of evalua tion. Finally it assumes a critical view grounded in the previously exposed theory, advocating the pursuit of self-evaluation.
The paper begins by disentangling the curriculum eva luation from the evaluation of students’ learning, using the circularity of the technological model. After discus sing the concept of paradigm, it undertakes a survey of some models of curriculum evaluation, since those set in a quantitative paradigm, which seeks to explain the situation at its most pure, absolute and objective way, untainted by the perceptions and conceptions of the evaluator up to the qualitative paradigm, which seeks to understand the “reality” in question, properly con textualized, making use of subjectivities, so forcing the evaluator to a deeper immersion in the field of evalua tion. Finally it assumes a critical view grounded in the previously exposed theory, advocating the pursuit of self-evaluation.
Description
Keywords
Currículo Avaliação curricular Paradigma Curriculum Curriculum evaluation Paradigm . Faculdade de Ciências Sociais
Citation
Sousa, J. M. (2013). Avaliação curricular e paradigmas. Revista Tempos e Espaços em Educação, v. 6 n. 11, 9-16. https://doi.org/10.20952/revtee.v0i0.2557
Publisher
Universidade Federal de Sergipe