School assessment and thematic approach: dialogues based on an experience in Physics teaching
The critical curriculum perspective of the Thematic Approach is characterized by the curriculum being structured around themes. In this perspective, debates and discussions about school assessment are often neglected. In light of this, the problem that permeates this study is: How can one carry out...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2024
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45301 |
| Aporte de: |
| Sumario: | The critical curriculum perspective of the Thematic Approach is characterized by the curriculum being structured around themes. In this perspective, debates and discussions about school assessment are often neglected. In light of this, the problem that permeates this study is: How can one carry out a school assessment coherent with the Thematic Approach? Far from providing dense discussions or presenting a matrix to be followed, this article discusses a process of school assessment in line with the curricular perspective of the Thematic Approach, developed in a state public school in the Camobi neighborhood of Santa Maria/RS. In this sense, this study is of a qualitative nature, where the data collection instruments were the reflective journals elaborated by the class teacher. Data analysis was conducted in light of Discursive Textual Analysis, based on the a priori category "School Assessment in line with the Thematic Approach". From the findings in this work, it was observed that the assessment models and criteria used throughout the classes contributed to a better understanding of the local reality and a critical formation of the students, some of the objectives aimed at by the Thematic Approach. |
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