Avaliação da aprendizagem no ensino superior a distância: análise das concepções docentes acerca da prática avaliativa em instituições públicas de Recife-PE
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2015
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A avaliação da aprendizagem sempre será um tema recorrente em pesquisas das ciências da educação, isso porque ela faz parte da prática docente como um todo, hoje não se pode mais pensar na avaliação sem refletir sobre todo o processo de ensino-aprendizagem. No entanto sabemos que as crenças e os fatos sociais também impactam nas mudanças educacionais, a exemplo da inserção tecnológica na educação contemporânea, por isso, consideramos haver alterações no modo que os docentes avaliam a aprendizagem de seus alunos. Por isso, essa produção acadêmica aborda o tema avaliação da aprendizagem no ensino superior a distância. Pretende-se investigar as concepções docentes acerca da prática avaliativa em instituições públicas do ensino superior em Recife-PE; para além da questão inicial intentamos descrever o histórico, as concepções e tipologia da avaliação da aprendizagem na Educação a distância (EAD); demonstrar a regulamentação e a funcionalidade da EAD no Brasil; identificar a trajetória, os conceitos, as nomenclaturas e as concepções da aplicabilidade da tecnologia na educação, mapear e analisar as concepções dos professores acerca da avaliação da aprendizagem na EAD. Nesta investigação inicialmente coordenamos uma discussão com autores que se debruçam sobre o tema, e com relatos atuais de profissionais que contemplem as produções acadêmicas sobre a avaliação da aprendizagem na EAD apoiada pela literatura científica consultada. Após as análises constatamos que as concepções docentes acerca da avaliação da aprendizagem concatenam com a dos autores consultados, que apelam por mudanças paradigmáticas das instituições e dos atores da educação. Identificamos a falta de compreensão dos tipos de avaliação apresentados nessa literatura pelos professores. Constatamos a convergência na concepção de teóricos e professores sobre o hibridismo avaliativo (avaliação presencial & avaliação a distância) e o imperativo da avaliação presencial na EAD. Quanto a utilização das TIC, os professores revelaram que há uma preparação para eles utilizarem as tecnologias, em detrimento dos alunos, e isso, dificulta o acesso. Quanto aos instrumentos utilizados na avaliação a distância, identificamos que o mais utilizado é o computador, enquanto os recursos são: ambiente virtual de aprendizagem (Moodle), a webquest e o chat e é por meio desses que se incentiva nos alunos a participação na construção de textos e conceitos; no quesito experiências adquiridas na EAD, os professores revelaram que as mais enriquecedoras foram nos níveis intelectual, curricular e pessoal em detrimento da progressão na carreira. Esta investigação pretende, no âmbito das Ciências da Educação, contribuir para: a necessária inclusão do tópico “tipologia da avaliação” nos cursos de licenciatura; uma maior reflexão acadêmica sobre o imperativo da avaliação presencial na EAD; a extensão do programa da literacia informática, para os aprendizes e a revisão de políticas educacionais que tentam viabilizar a progressão na carreira do professor da EAD no Brasil.
The evaluation of learning will always be a recurring theme in research of educational sciences, because it is part of the teaching profession as a whole, today we can no longer think of evaluation without reflecting on the whole teaching-learning process. However we know that beliefs and social factors also impact on educational change, such as the technological integration in contemporary education, so we consider changes in the way teachers assess learning in their students. Therefore, this academic work addresses the topic assessment of learning in higher education distance. We intend to investigate teachers' conceptions about the evaluation practice in public institutions of higher education in Recife; beyond the initial question, we intend to describe the history, concepts and learning assessment of typology in the Educação a distância (Distance education) - (EAD); as well as to demonstrate the regulation and functionality of distance learning in Brazil; identify the path, concepts, classifications and concepts of the application of technology in education, mapping and analyzing the views of teachers on the assessment of learning in distance education. In this investigation we initially coordinate a discussion with authors that focus on the subject, and current reports of professionals that address the academic productions on the assessment of learning in distance education supported by the scientific literature consulted. After the analysis found that teachers' conceptions about the assessment of learning concatenate with the authors consulted, which call for paradigm shifts of the institutions and actors of education. We identified a lack of understanding of the types of assessment presented in this literature by teachers. We note the convergence in the design of thinkers and teachers on the evaluation hybridity (on-site assessment & distance evaluation) and the imperative of classroom assessment in distance education. When it comes to the TIC, teachers revealed that there is a preparation for them to use the technology to the detriment of the students, and this makes it difficult to access. As for the instruments used to evaluate the distance, we found that the most commonly used is the computer, while resources are: virtual learning environment (Moodle), the webquest and chats and it is through these that it encourages students' participation in building texts and concepts; Question on the experiences acquired in the EAD, teachers revealed that the most enriching were the intellectual levels, curriculum and staff at the expense of career advancement. This research aims in the context of Educational Sciences, to promote: the necessary inclusion of the topic "Evaluation typology" in undergraduate courses; greater academic reflection on the imperative of classroom assessment in distance education; the extent of computer literacy program, for apprentices and the revision of educational policies that attempt to facilitate the progression EAD teacher career in Brazil.
The evaluation of learning will always be a recurring theme in research of educational sciences, because it is part of the teaching profession as a whole, today we can no longer think of evaluation without reflecting on the whole teaching-learning process. However we know that beliefs and social factors also impact on educational change, such as the technological integration in contemporary education, so we consider changes in the way teachers assess learning in their students. Therefore, this academic work addresses the topic assessment of learning in higher education distance. We intend to investigate teachers' conceptions about the evaluation practice in public institutions of higher education in Recife; beyond the initial question, we intend to describe the history, concepts and learning assessment of typology in the Educação a distância (Distance education) - (EAD); as well as to demonstrate the regulation and functionality of distance learning in Brazil; identify the path, concepts, classifications and concepts of the application of technology in education, mapping and analyzing the views of teachers on the assessment of learning in distance education. In this investigation we initially coordinate a discussion with authors that focus on the subject, and current reports of professionals that address the academic productions on the assessment of learning in distance education supported by the scientific literature consulted. After the analysis found that teachers' conceptions about the assessment of learning concatenate with the authors consulted, which call for paradigm shifts of the institutions and actors of education. We identified a lack of understanding of the types of assessment presented in this literature by teachers. We note the convergence in the design of thinkers and teachers on the evaluation hybridity (on-site assessment & distance evaluation) and the imperative of classroom assessment in distance education. When it comes to the TIC, teachers revealed that there is a preparation for them to use the technology to the detriment of the students, and this makes it difficult to access. As for the instruments used to evaluate the distance, we found that the most commonly used is the computer, while resources are: virtual learning environment (Moodle), the webquest and chats and it is through these that it encourages students' participation in building texts and concepts; Question on the experiences acquired in the EAD, teachers revealed that the most enriching were the intellectual levels, curriculum and staff at the expense of career advancement. This research aims in the context of Educational Sciences, to promote: the necessary inclusion of the topic "Evaluation typology" in undergraduate courses; greater academic reflection on the imperative of classroom assessment in distance education; the extent of computer literacy program, for apprentices and the revision of educational policies that attempt to facilitate the progression EAD teacher career in Brazil.
Descrição
Orientação: Dulce Maria Morais do Amaral Franco
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, AVALIAÇÃO DAS APRENDIZAGENS, PROFESSORES, ENSINO SUPERIOR, ENSINO À DISTÂNCIA, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, PRÁTICAS EDUCATIVAS, BRASIL, RECIFE, EDUCATION, STUDENT ASSESSMENT, TEACHERS, HIGHER EDUCATION, DISTANCE LEARNING, INFORMATION AND COMMUNICATION TECHNOLOGIES, EDUCATIONAL PRACTICES, BRAZIL, RECIFE