ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC)
This study aimed to analyze the teacher evaluation proposal included in the National Pact for Alphabetization at the Correct Age (PNAIC), a teacher education program created by the Ministry of Education in the beginning of 2013. The framework of analysis used was that assessment must be a part of th...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Editora Universitária Champagnat - PUCPRESS
2015-07-01
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| Series: | Revista Diálogo Educacional |
| Online Access: | https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/5086 |
| _version_ | 1818410029950173184 |
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| author | Magaly Quintana Pouzo Minatel Sandra Mara Castro dos Santos Sandra Regina Kirchner Guimarães |
| author_facet | Magaly Quintana Pouzo Minatel Sandra Mara Castro dos Santos Sandra Regina Kirchner Guimarães |
| author_sort | Magaly Quintana Pouzo Minatel |
| collection | DOAJ |
| description | This study aimed to analyze the teacher evaluation proposal included in the National Pact for Alphabetization at the Correct Age (PNAIC), a teacher education program created by the Ministry of Education in the beginning of 2013. The framework of analysis used was that assessment must be a part of the process of continuing teacher education, i.e., reflection in action. Official documents published by the Ministry of Education were examined, as well as materials that have been developed by partner Universities and offered for continuing teacher education, seeking to describe how teacher evaluation is conducted in the program. The study results suggest weaknesses in coordination between the Federal Union, States, Municipalities, Higher Education Institutions and teachers with regard to discussions of alphabetization and literacy. Furthermore, they show that it is premature to predict any relationship between the assessment of teachers conducted by the Pact and the evaluation of student performance at the end of the alphabetization cycle. It is concluded that the program needs to incorporate a broader conception of evaluation in order to legitimize the continuity of teacher education in the full exercise of pedagogical praxis. |
| first_indexed | 2024-12-14T10:09:02Z |
| format | Article |
| id | doaj.art-edf327b059f44c19a2234d3519c6aea6 |
| institution | Directory Open Access Journal |
| issn | 1518-3483 1981-416X |
| language | English |
| last_indexed | 2024-12-14T10:09:02Z |
| publishDate | 2015-07-01 |
| publisher | Editora Universitária Champagnat - PUCPRESS |
| record_format | Article |
| series | Revista Diálogo Educacional |
| spelling | doaj.art-edf327b059f44c19a2234d3519c6aea62022-12-21T23:07:04ZengEditora Universitária Champagnat - PUCPRESSRevista Diálogo Educacional1518-34831981-416X2015-07-01154415717210.7213/rde.v15i44.50865149ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC)Magaly Quintana Pouzo Minatel0Sandra Mara Castro dos Santos1Sandra Regina Kirchner Guimarães2Universidade Federal do Paraná (UFPR), Curitiba, PRUniversidade Federal do Paraná (UFPR), Curitiba, PRUniversidade Federal do Paraná (UFPR), Curitiba, PRThis study aimed to analyze the teacher evaluation proposal included in the National Pact for Alphabetization at the Correct Age (PNAIC), a teacher education program created by the Ministry of Education in the beginning of 2013. The framework of analysis used was that assessment must be a part of the process of continuing teacher education, i.e., reflection in action. Official documents published by the Ministry of Education were examined, as well as materials that have been developed by partner Universities and offered for continuing teacher education, seeking to describe how teacher evaluation is conducted in the program. The study results suggest weaknesses in coordination between the Federal Union, States, Municipalities, Higher Education Institutions and teachers with regard to discussions of alphabetization and literacy. Furthermore, they show that it is premature to predict any relationship between the assessment of teachers conducted by the Pact and the evaluation of student performance at the end of the alphabetization cycle. It is concluded that the program needs to incorporate a broader conception of evaluation in order to legitimize the continuity of teacher education in the full exercise of pedagogical praxis.https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/5086 |
| spellingShingle | Magaly Quintana Pouzo Minatel Sandra Mara Castro dos Santos Sandra Regina Kirchner Guimarães ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC) Revista Diálogo Educacional |
| title | ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC) |
| title_full | ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC) |
| title_fullStr | ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC) |
| title_full_unstemmed | ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC) |
| title_short | ASSESSMENT OF TEACHERS WITHIN THE NATIONAL PACT FOR LITERACY AT THE CORRECT AGE (PNAIC) |
| title_sort | assessment of teachers within the national pact for literacy at the correct age pnaic |
| url | https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/5086 |
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