Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning
DOI:
https://doi.org/10.33448/rsd-v9i12.11147Keywords:
Emotions; Assessment; Teaching; Learning.Abstract
This study aims to analyze the perceptions of students of technical education integrated about the existing relationships between emotions and assessment of learning at school. The methodology used is characterized as qualitative with a phenomenological approach. Through a semi-structured questionnaire applied to 174 students from the Instituto Federal Farroupilha, we seek to understand how these relations are shown in the referred context. In the data analysis, carried out under the bias of Discursive Textual Analysis (DTA), we observed that proof is the most used assessment tool in the context, although it is not the only and coexist with a variety of forms of assessment. As for emotions in the evaluation process, negative ones predominate, such as anxiety and fear, associated with physiological reactions such as difficulty in concentration, headache, and memory lapses. However, positive emotions were also pointed out, such as joy and pleasure, associated with different assessment instruments than tests and exams, especially those that are more practical and flexible, such as research or debates.
References
Bicudo, M. A. V. (2011). Aspectos da pesquisa qualitativa efetuada em uma abordagem fenomenológica. In: Bicudo, Maria Aparecida Viggiani. (Org.) Pesquisa qualitativa segundo a visão fenomenológica. São Paulo: Cortez.
Bzuneck, José Aloyseo. (2018). Emoções acadêmicas, autorregulação e seu impacto sobre motivação e aprendizagem. In: Educação Temática Digital. Campinas, SP, 20(4), 1059 – 1075. Recuperado de: <https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/vie w/8650251>.
Canteras, N. S., Bittencourt, J. Cion. (2015). Comportamentos motivados e emoções. In: Lent, Roberto (Coord.). Neurociência da mente e do comportamento. Rio de Janeiro: Guanabara Koogan, 227 – 240.
Cavallo, D., Gomes, A. S., Silveira, I. F., Singer, H., Bittencourt, I. I. (2016). Inovação e criatividade na educação básica: dos conceitos ao ecossistema. In: Revista Brasileira de Informática na Educação. 24(2). Recuperado de: < https://br-ie.org/pub/index.php/rbie/a rticle/view/6504>.
Cosenza, R., Guerra, L. (2011). Neurociência e educação:como o cérebro aprende. Porto Alegre: Artmed.
Costa, C. R., Maia, H. (2011). Funções executivas. In.: Maia, Heber (Org.). Neurociências e desenvolvimento cognitivo. (2a ed.), Rio de Janeiro: WakEditora. (Coleção Neuroeducação; v. 2).
Damásio, A. (2018). A estranha ordem das coisas:as origens biológicas dos sentimentos e da cultura. São Paulo: Companhia das Letras.
França, Eloá Barbosa Moreira Mendes; Diniz, Cláudia. (2014). A influência do afeto no processo de aprendizagem. In.: Velasques, Bruna Brandão; Ribeiro, Pedro. Neurociências e aprendizagem:processos básicos e transtornos. Rio de Janeiro: Rubio, 1 – 10.
Instituto Federal Farroupilha. (2019) Plano de Desenvolvimento Institucional (2019 – 2026). Recuperado de: <https://www.iffarroupilha.edu.br/documentos-do-pdi/item/13876-pdi-2019-2026>.
Izquerdo, I. (2018). Memória. (3a ed.) Porto Alegre; Artmed.
LeDoux, J., Damásio, A. (2014). Emoções e sentimentos. In.: Kandel, Eric R.; Schwartz, James H.; Jessell, Thomas M.; Siegelbaum, Steven A.; Hudspeth, A. J. (Orgs.). Princípios de Neurociências. Porto Alegre: AMGH, 938 – 951.
Luckesi, Cipriano. (2002). Avaliação da aprendizagem na escola e a questão das representações sociais. In.: Eccos: revista científica. São Paulo, 4(2), 79 – 88. Recuperado de: <https://www.redalyc.org/pdf/715/71540206.pdf>.
Luckesi, C. (2005). Avaliação da aprendizagem escolar:estudos e proposições. (17a ed.) São Paulo: Cortez.
Luckesi, C. (2011). Avaliação da aprendizagem:componente do ato pedagógico. São Paulo: Cortez.
Moraes, R., Galiazzi, M. do C. (2011). Análise textual discursiva. (2a ed.) Ijuí: Ed. Unijuí.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Louise Silva do Pinho; Elena Maria Billig Mello
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
