As práticas de avaliação dos professores de matemática durante a pandemia
DOI:
https://doi.org/10.46219/rechiem.v15i1.123Palavras-chave:
avaliação formativa e sumativa, valiação para aprendizagem e de aprendizagem, práticas de ensino, salas de aula virtuais, educação à distância, tecnologia educacionalResumo
Este artigo relata os resultados de um estudo exploratório que procura caracterizar as mudanças que professores pertencentes a uma rede de apoio escolar na Região de Valparaíso realizaram no processo de avaliação durante a pandemia da COVID-19, especificamente no primeiro semestre de 2020. Estamos particularmente interessados em avaliações assistidas e não assistidas por tecnologia. Foi realizada uma análise temática para caracterizar as respostas dos professores. Na estrutura conceitual, foram definidas categorias de análise: valor pragmático vs epistêmico das avaliações, avaliação sumativa vs formativa e avaliação para e da aprendizagem. Os resultados mostram uma dicotomia entre a avaliação automática e a avaliação manual, pois enquanto na primeira as vantagens são praticamente apenas pragmáticas, na avaliação manual as vantagens são formativas ou relacionadas com a avaliação da aprendizagem.
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