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Margarida Serpa
Universidade dos Açores
Portugal
André F. Silva Espínola
Escola Básica Integrada de Arrifes
Portugal
Vol. Extr., núm. 10 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogía. Área 10: MODELOS Y PRÁCTICAS DE EVALUACIÓN, Páginas 126-131
DOI: https://doi.org/10.17979/reipe.2017.0.10.3038
Recibido: sept. 16, 2017 Aceptado: dic. 13, 2017 Publicado: dic. 17, 2017
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Resumen

Neste estudo, explora-se como aspetos da avaliação formativa estão alinhados com uma perspetiva descritiva ou explicativa do ensino de História no 3.º ciclo do ensino básico. Os dados foram recolhidos a partir da observação naturalista de vinte e sete aulas e tratados mediante análise de conteúdo. Os resultados mostram que os diálogos estão centrados nos conteúdos de História, as perguntas do professor evocam sobretudo informação factual e de compreensão de conceitos e o feedback do professor é sobretudo indicativo dos acertos ou dos erros dos alunos, o que configura uma perspetiva tendencialmente descritiva e narrativa do ensino de História.

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