Avaliação no processo ensino e aprendizagem: seu significado para o estudante-trabalhador do curso de graduação em enfermagem
Arquivos
Data
2012
Autores
Klein, Gilmara de Farias Souza 
Orientadores
Araujo, Pola Maria Poli de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A expansao do ensino superior privado trouxe a caracteristica de estudante-trabalhadoro com uma realidade predominante no Curso de Graduacao em Enfermagem, nas universidades privadas. Frente a esta realidade e em proximidade com o ensino e a aprendizagem na formacao do Enfermeiro, a reflexao sobre o que se ensina, como se aprende, o que se avalia e como se avalia, tem sido motivo de inquietacao, gerando a seguinte questao: como o estudante-trabalhador do Curso de Graduacao em Enfermagem compreende e vivencia a avaliacao no processo ensino e aprendizagem? Sendo assim, teve-se como objetivo analisar os significados da avaliacao no processo de ensino e aprendizagem na otica do estudante-trabalhador do curso de graduacao em Enfermagem. Foi empregado o modelo descritivo exploratorio e a modalidade documental e empirica de campo, com abordagem qualiquantitativa com acentuacao na perspectiva qualitativa. A pesquisa foi realizada em uma instituicao de ensino superior privada, situada na Zona Leste da cidade de São Paulo, tendo como participantes 14 estudantes que estavam cursando o setimo semestre, do curso de graduacao em Enfermagem. As informacoes foram obtidas por meio de questionario na escala Likert, entrevista semiestruturada, analise do Projeto Politico Pedagogico e dos planos de ensino. Os dados obtidos por meio dos questionarios foram tabulados e dispostos em graficos. A analise dos dados das entrevistas foi submetida a Analise Tematica. Os resultados mostraram que os sujeitos caracterizam-se por serem em sua totalidade do genero feminino, 93% estao inseridas na area de Saúde, com predominancia da funcao como auxiliares de enfermagem (57%), e utilizavam os finais de semana como periodo de estudo, alem do presencial diurno ou vespertino. Os participantes conceituaram a avaliacao como uma forma de julgamento para o professor verificar se o conteudo foi aprendido ou nao; como processo, capaz de promover um julgamento e direcionar tomada de decisao, objetivando a melhora das praticas pedagogicas e do ensino; e, como funcao restrita de medir e classificar. Contudo, fica evidente entre os participantes a busca por uma forma de avaliacao que avalie o todo, e que a nota opuramenteo nao tem representatividade sobre a sua aprendizagem real, e ainda, a nota pode ser decorrente de condicoes emocionais e da influencia do trabalhar e estudar sobre a condicao de estresse e de aprendizagem. As estudantes trazem sugestoes de uma avaliacao de carater processual, elencam os instrumentos de avaliacao que contribuem para a sua aprendizagem, deixam claro a importancia dos objetivos e criterios da avaliacao, bem como a necessidade do retorno dos resultados da avaliacao, fornecendo ao professor indicacoes de como deve caminhar e reorientar a sua pratica pedagogica. Deixam sobressair que a avaliacao no processo de ensino e aprendizagem e importante, mas que este processo avaliativo, necessita romper com caracteristicas tradicionais, retirar o foco na avaliacao somativa ocarater quantitativoo e centrar-se mais na qualidade da aprendizagem do estudante.
The spread of the private superior courses raised the “working student” characteristic with its dominant reality in the Nursing Under graduation course, at private universities. Towards this reality and close to the teaching learning process of Nurses, the reflection about what is taught, how it is learned, what and how are the evaluations, has been an uneasiness motif, evoking the following question: How does the working student of the nursing under graduation course comprehend and experience the evaluation in the teaching learning process. From this, the target of was analyzing the meaning of the evaluation in the teaching learning process of the Nursing under graduation working student was traced. The descriptive explorer model and the empiric field documentaries one were used, with a quality quantitative approach mainly concerning the qualitative. The research was done in a private university, located in the East Zone of São Paulo, had 14 participant students who were in the seventh semester of the Nursing course. The information were obtained from a questionnaire in Likert scale, semi structured interview, Politic Pedagogical Project analyses and the teaching plan. The data obtained from the questionnaire were shown in graphics. The interviews data analyses were processed by a Thematic Analyses. The results showed that subject studied is almost all characterized by females, 93% are inserted in the health area, mainly as nursing auxiliaries (57%), and use their weekends as their studying time, a part from their evening and night present classes. The participants reported the evaluation as a judgment assessment for the professors to check the acquired subject; as process, capable of promoting a judgment and direct the decision to be taken, aiming the improvement of the teaching and pedagogical practices: also as a restrict measurement and classification method. However, it gets evident between the participants the search of an evaluating system that considers the total, and that the “purely” grade has no representatively about the real learning, and that, the grade can be occurred of emotional conditions, working influences and studying under stress. The students bring a suggestion of a processual evaluation, rank the evaluation instruments which contribute to their learning, they make clear the importance of the objectives and evaluation criteria, as well as the need of the evaluation feedbacks, giving the teacher indicators of how to continue and monitor their pedagogical practice. It was demonstrated that the evaluation in the teaching learning process is important, but this assessment process, needs to brake the traditional lines, remove the focus on the adding system “quantitative approach” and centralizes more in the quality of the student’s learning.
The spread of the private superior courses raised the “working student” characteristic with its dominant reality in the Nursing Under graduation course, at private universities. Towards this reality and close to the teaching learning process of Nurses, the reflection about what is taught, how it is learned, what and how are the evaluations, has been an uneasiness motif, evoking the following question: How does the working student of the nursing under graduation course comprehend and experience the evaluation in the teaching learning process. From this, the target of was analyzing the meaning of the evaluation in the teaching learning process of the Nursing under graduation working student was traced. The descriptive explorer model and the empiric field documentaries one were used, with a quality quantitative approach mainly concerning the qualitative. The research was done in a private university, located in the East Zone of São Paulo, had 14 participant students who were in the seventh semester of the Nursing course. The information were obtained from a questionnaire in Likert scale, semi structured interview, Politic Pedagogical Project analyses and the teaching plan. The data obtained from the questionnaire were shown in graphics. The interviews data analyses were processed by a Thematic Analyses. The results showed that subject studied is almost all characterized by females, 93% are inserted in the health area, mainly as nursing auxiliaries (57%), and use their weekends as their studying time, a part from their evening and night present classes. The participants reported the evaluation as a judgment assessment for the professors to check the acquired subject; as process, capable of promoting a judgment and direct the decision to be taken, aiming the improvement of the teaching and pedagogical practices: also as a restrict measurement and classification method. However, it gets evident between the participants the search of an evaluating system that considers the total, and that the “purely” grade has no representatively about the real learning, and that, the grade can be occurred of emotional conditions, working influences and studying under stress. The students bring a suggestion of a processual evaluation, rank the evaluation instruments which contribute to their learning, they make clear the importance of the objectives and evaluation criteria, as well as the need of the evaluation feedbacks, giving the teacher indicators of how to continue and monitor their pedagogical practice. It was demonstrated that the evaluation in the teaching learning process is important, but this assessment process, needs to brake the traditional lines, remove the focus on the adding system “quantitative approach” and centralizes more in the quality of the student’s learning.
Descrição
Citação
KLEIN, Gilmara de Farias Souza. Avaliação no processo ensino e aprendizagem: seu significado para o estudante-trabalhador do curso de graduação em enfermagem. 2012. 168 f. Dissertação (Mestrado Profissional em Ensino em Ciências da Saúde) – Escola Paulista de Enfermagem, Universidade Federal de São Paulo. São Paulo, 2012.