Autoavaliação docente e sua utilização por professores da educação básica: possibilidades e desafios

Abstract

At present, the Brazilian educational scenario has been challenging. There are many factors that make education in our country subject to questioning, and the teacher is at the heart of these discussions, since pedagogical practice is determinant in the trajectory of many students, and can reflect on their permanence and their performance in school. An important tool in overcoming these challenges may be self-assessment through which the teacher has the opportunity to reflect on his practice, in a constant search for the professional improvement and the qualification of the education offered to the students. The main objective of this research was to understand how the topic of teacher self - evaluation has been problematized in the area of Education. It was sought to investigate, from written narratives produced by teachers and pedagogical coordinators working in basic education, how they conceive of teacher self-assessment and whether this is a practice present in the daily work of these professionals. Another objective of the research was to analyze if and how self-assessment is an issue that has been addressed in the initial and / or continuous training of teachers, once this research is inserted in a Professional Master in Education could be raised indications pertinent to its proper insertion in the curriculum of teacher training courses in the Brazilian context.For that, a bibliographical research was used as a methodological contribution, and the empirical research was developed through the use of questionnaires and reflexive diaries as a practice of self-assessment. Based on the results obtained, it can be concluded that teacher self-assessment is a little present in the teachers' work routine; when practiced, is mandatory, without deepening and desirable objectives. The lack of time and the lack of knowledge, since this theme is not usually part of the initial or continuing education, are the main factors that lead to this situation. Despite this scenario, the teachers participating in this research report that the practice of self-assessment in a systematized manner is positive, based on instruments such as the reflective diary, which allow for a distancing and later reflexivity of their practices and teaching posture. It is concluded that teacher self-assessment reflects positively and involves the whole school community, and can be an ally in the search for a quality education. However, there is a need for familiarization and urgent training regarding this complex and significant issue.