Educação Profissional e Tecnológica: avaliação do ensino como instrumento de gestão para a permanência escolar

Abstract

This dissertation seeks to understand the limits and possibilities of teaching evaluation, as a management tool for the IFPE Access, Permanence and Success Program (PROIFPE, in the Permanence action line), for school permanence in the scope of Professional and Technological Education. Thus, its specific objectives are: to relate how the issues related to Access, Permanence and Success in Professional and Technological Education are arranged in the literature, legislation and institutional documents of IFPE; to characterize how PROIFPE Permanência works under the Access, Permanence and Success Program at Campus Recife; to analyze the contextual aspects that compromise, weaken and / or that enhance the teaching in PROIFPE Permanência de Matemática to implement the evaluation as a management tool to promote school permanence in Professional and Technological Education; and to elaborate a teaching evaluation instrument as a management strategy for the IFPE Access, Permanence and Success Program (PROIFPE de Matemática). This instrument consists of an evaluation form that aims to understand the students' perceptions about teaching in the PROIFPE Permanence Program to support the pedagogical management of teaching in making decisions regarding the Permanence Program. Thus, to test this product, students participating in PROIFPE at Campus Recife were invited, who in this case were students from the 1st period of Integrated High School. The research has a qualitative approach and an applied nature. The objectives are identified in descriptive and explanatory research. Bibliographic, documentary and field research were used as procedures. The sample had students and teachers from the Program as participants. Data collection was based on bibliographic research, documentary research, questionnaire and interview. Data analysis was performed by document analysis, content by categories in the interviews and frequency with the questionnaire data. Considering the results obtained in the data analysis, it can be inferred that the PROIFPE Permanence of Mathematics at Campus Recife has more aspects that favor teaching than fragilizers. As an example of a result that favors teaching, we can mention the student-teacher relationship and vice versa and the teaching performance that results from teamwork. While, as weakening aspects of the Program, one can point out, among other aspects, the very small participation of effective teachers and the classroom infrastructure. Based on the data analysis, it was possible to create the teaching evaluation instrument, which is the Educational Product, aimed at evaluating the teaching context from the students and can be applied on IFPE campuses that carry out PROIFPE Permanência, as long as adapted to the particularities of each campus, as well as it can be adapted by any educational institution that seeks to evaluate teaching from this same perspective