Avaliação de aprendizagem por competências no ensino de ciências: a sequência Fedathi e as metodologias ativas

Abstract

The present dissertation investigates the assessment of competency-based learning in science education, both in the Early Years of Elementary School and in the Pedagogy course, in light of the implementation of the National Common Curriculum Base (BNCC, 2017), which advocates for a comprehensive education. The research begins with the following question: What are the contributions of an assessment instrument in science classes of the early years of elementary school and in the science teaching discipline of the pedagogy course that aims at the evaluation of competency-based learning? The objective is to contribute with a proposal for the evaluation of competency-based learning, based on the teaching methodology Fedathi Sequence in light of competency assessment. The methodological approach is qualitative, of a basic nature and exploratory character, using participatory research. Data collection involved didactic sessions, participant observation, and evaluative forms, analyzed using Bardin's Content Analysis technique (2016). The central theoretical categories include formative assessment (Luckesi, 2005; Hoffman, 1993), competencies (Perrenoud, 1998; Scallón, 2009), active methodologies (Bacich & Moran, 2018), and Fedathi Sequence (Santos, 2018; Borges Neto, 2017). The results indicate that the Didactic Sessions based on the Fedathi Sequence and the evaluative forms promoted an awareness of the importance of competency-based assessment. However, challenges in the implementation of competency-based assessment persist, such as the need for continuing education and resistance to traditional models. The developed Educational Product (PE), consisting of evaluative forms and rubrics, has the potential to assist teachers in the transition to a more formative assessment. It is concluded that the articulation between active methodologies, Fedathi Sequence, and formative assessment instruments is crucial for the effectiveness of an education that responds to the challenges of the 21st century, promoting a comprehensive education for students.