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A avaliação mediada por tecnologias digitais no ensino superior brasileiro
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Orientador(es)
Resumo(s)
O presente trabalho aborda a temática dos processos de avaliação
mediados pela tecnologia no ensino superior brasileiro. Considerou-se para isso
os entendimentos dos professores sobre a integração das tecnologias no
processo de aprendizagem, assim como as experiências decorrentes das suas
vivências em tempos de pandemia durante a mudança abrupta da modalidade
de ensino presencial para a remota.
O principal objetivo do estudo foi compreender como o processo avaliativo
se desenvolveu durante a pandemia a partir da necessidade de avaliar os
discentes a distância ou remotamente. O estudo baseou-se numa abordagem
qualitativa, de inspiração bibliográfica.
O instrumento de recolha de dados foi a entrevista semiestruturada
realizada por videoconferência no segundo semestre do ano de 2021, após 16
(dezesseis) meses de vivências docentes universitárias durante a pandemia.
Foram entrevistados 4 (quatro) docentes universitários, sendo 3 (três) atuantes
em instituições públicas e 1 (um) docente atuante em uma instituição privada.
Os principais resultados da pesquisa revelam a viabilidade da avaliação
online, da capacitação técnica digital dos professores por iniciativa própria, dos
limites impostos pelo contexto social no Brasil quanto o acesso a computadores
e internet estável de qualidade, bem como o reconhecimento da importância
dessa pesquisa para as melhorias nas lacunas reveladas.
Por meio deste instrumento os inquiridos revisitaram os seus percursos
formativos, refletindo com a entrevistadora sobre a avaliação online integrada ao
processo de aprendizagem e os desafios impostos pelo distanciamento social.
This work addresses the issue of assessment processes mediated by technology in Brazilian higher education in Brazil. For this, it was considered the understanding of teachers about the integration of technologies in the learning process, as well as the experiences arising from their experiences in times of pandemic during the abrupt change from the on-site to the remote teaching modality. The main objective of the study was to understand how the evaluation process developed during the pandemic from the need to evaluate students remotely or remotely. The study was based on a qualitative approach, of bibliographic inspiration. The data collection instrument was the semi-structured interview carried out by videoconference in the second half of 2021, after 16 (sixteen) months of university teaching experiences during the pandemic. 4 (four) university professors were interviewed, 3 (three) working in public institutions and 1 (one) working professor in a private institution. The main results of the research reveal the feasibility of online assessment, the digital technical training of teachers on their own initiative, the limits imposed by the social context in Brazil regarding access to computers and stable internet of quality, as well as the recognition of the importance of this research for the improvements in the revealed gaps. Through this instrument, respondents revisited their training paths, reflecting with the interviewer about online assessment integrated into the learning process and the challenges imposed by social distancing.
This work addresses the issue of assessment processes mediated by technology in Brazilian higher education in Brazil. For this, it was considered the understanding of teachers about the integration of technologies in the learning process, as well as the experiences arising from their experiences in times of pandemic during the abrupt change from the on-site to the remote teaching modality. The main objective of the study was to understand how the evaluation process developed during the pandemic from the need to evaluate students remotely or remotely. The study was based on a qualitative approach, of bibliographic inspiration. The data collection instrument was the semi-structured interview carried out by videoconference in the second half of 2021, after 16 (sixteen) months of university teaching experiences during the pandemic. 4 (four) university professors were interviewed, 3 (three) working in public institutions and 1 (one) working professor in a private institution. The main results of the research reveal the feasibility of online assessment, the digital technical training of teachers on their own initiative, the limits imposed by the social context in Brazil regarding access to computers and stable internet of quality, as well as the recognition of the importance of this research for the improvements in the revealed gaps. Through this instrument, respondents revisited their training paths, reflecting with the interviewer about online assessment integrated into the learning process and the challenges imposed by social distancing.
Descrição
Dissertação de mestrado, Educação (Área da especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Avaliação da aprendizagem Ensino superior - Brasil Covid 19 Tecnologias digitais Dissertações de mestrado - 2022