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Potenciar a avaliação pedagógica projeto MAIA: um estudo de caso
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Advisor(s)
Abstract(s)
O Perfil dos Alunos à Saída da Escolaridade Obrigatória (PA) vem convidar as escolas
a encarar o currículo enquanto fator potenciador do desenvolvimento de competências
entendidas como combinações complexas de conhecimentos, capacidades e atitudes.
Cabe, assim, às escolas, à luz dos novos documentos curriculares, olhar para as estratégias
pedagógicas enquanto instrumentos mobilizadores da reflexão e do desenvolvimento de
competências, cada vez mais necessárias nos tempos atuais. Com o intuito de ajudar as
escolas a reformular as suas estratégias avaliativas em linha com as áreas de competências
do PA, o Ministério da Educação desenvolveu o Projeto Monitorização,
Acompanhamento e Investigação em Avaliação Pedagógica (Projeto MAIA), o qual é
pensado para a comunidade escolar, criando as condições necessárias à integração da
avaliação pedagógica nos processos de desenvolvimento curricular.
A presente dissertação procura responder ao modo como o Projeto MAIA influenciou a
alteração das estratégias avaliativas num agrupamento, à luz da perspetiva dos agentes
diretamente envolvidos no processo, os professores e os alunos. A partir de um paradigma
de investigação qualitativo, no formato de um estudo de caso, centrado em uma
abordagem descritiva e interpretativa, potenciadora de uma visão holística, procurámos
compreender o modo como uma escola adotou novas estratégias de avaliação
enquadradas em dinâmicas pedagógicas desenvolvidas em contexto de sala de aula. Este
processo resultou na promoção de uma maior centralidade dos alunos e de mais atenção
dos professores ao processo de aprendizagem. Permitiu ainda uma maior
responsabilização do aluno fundamentada no reforço da avaliação formativa e do
feedback útil sobre áreas específicas de desempenho, identificando pontos fortes e fracos.
Apesar do constrangimento da pandemia por COVID 19, que condicionou a aplicação de
muitas estratégias avaliativas previstas inicialmente, o agrupamento adotou um conjunto
de metodologias em sala de aula promotoras de uma maior centralidade e atenção na
aprendizagem dos alunos, focando mais nos processos e menos na classificação.
The Students’ Profile by the End of Compulsory Schooling (PA) invites schools to view the curriculum as an enhancer of the development of competences understood as a complex combination of knowledge, skills and attitudes. It is therefore up to schools, in the light of the new curriculum reference documents, to look at pedagogical strategies as instruments that foster reflection and the development of competences, which are increasingly necessary in current times. Aiming at helping schools to reformulate their assessment strategies in line with the PA's competence areas, the Ministry of Education has developed the MAIA Project (monitoring and research project on pedagogical assessment), which is designed for the school community, creating the necessary conditions for the integration of pedagogical assessment in curriculum development processes. This Master’s research paper seeks to respond to how the MAIA Project has influenced the change in assessment strategies in a school cluster, within the perspective of all stakeholders involved in the process, the teachers and the students. Based on a qualitative research paradigm, within a case study which is centered on a descriptive and interpretative approach, enhancing a holistic view, we will seek to understand how a school adopted new assessment strategies framed in pedagogical dynamics developed in classroom context. This process has led to the promotion of a greater student-centered approach with more attention from teachers to the learning process. It has also allowed for greater student accountability based on strengthening formative assessment and useful feedback on specific areas of performance, identifying strengths and weaknesses (Amante & Oliveira, 2019, p. 19). Despite COVID 19 pandemic, which conditioned the implementation of many assessment strategies initially planned, the school cluster has adopted a set of methodologies in the classroom aiming at promoting greater centrality and attention to student learning, focusing more on processes and less on grading.
The Students’ Profile by the End of Compulsory Schooling (PA) invites schools to view the curriculum as an enhancer of the development of competences understood as a complex combination of knowledge, skills and attitudes. It is therefore up to schools, in the light of the new curriculum reference documents, to look at pedagogical strategies as instruments that foster reflection and the development of competences, which are increasingly necessary in current times. Aiming at helping schools to reformulate their assessment strategies in line with the PA's competence areas, the Ministry of Education has developed the MAIA Project (monitoring and research project on pedagogical assessment), which is designed for the school community, creating the necessary conditions for the integration of pedagogical assessment in curriculum development processes. This Master’s research paper seeks to respond to how the MAIA Project has influenced the change in assessment strategies in a school cluster, within the perspective of all stakeholders involved in the process, the teachers and the students. Based on a qualitative research paradigm, within a case study which is centered on a descriptive and interpretative approach, enhancing a holistic view, we will seek to understand how a school adopted new assessment strategies framed in pedagogical dynamics developed in classroom context. This process has led to the promotion of a greater student-centered approach with more attention from teachers to the learning process. It has also allowed for greater student accountability based on strengthening formative assessment and useful feedback on specific areas of performance, identifying strengths and weaknesses (Amante & Oliveira, 2019, p. 19). Despite COVID 19 pandemic, which conditioned the implementation of many assessment strategies initially planned, the school cluster has adopted a set of methodologies in the classroom aiming at promoting greater centrality and attention to student learning, focusing more on processes and less on grading.
Description
Keywords
Projeto MAIA Competências Perfil do aluno Avaliação pedagógica (formativa e sumativa) Classificação Feedback Aprendizagens significativas Processos de recolha de informação MAIA Project Competence areas in the students’ profile Pedagogical assessment (formative and summative) Grading Meaningful learning Processes of information collection
Citation
Santos, Gonçalo Anselmo Domingos dos - Potenciar a avaliação pedagógica projeto MAIA [Em linha]: um estudo de caso. Lisboa: [s.n.], 2023. 213 p.