Avaliação escolar e recursos tecnológicos: interlocuções teóricas para novas ações práticas

Abstract

Based on a bibliographical analysis, this article aims to investigate how the evaluation of pedagogical practice has been carried out in teaching with the incorporation of technological resources. With a view to the identification and presentation of a viable path for the accomplishment of evaluative actions, that is, how to proceed the evaluation of the learning in the pedagogical practice with the incorporation of technological resources. In the first part of the study, a synthetic discussion was carried out, based on pedagogical presuppositions, on school evaluation. In the second part of this elaboration, we turned to the reflection of school assessments and their use from technological resources properly. In the third part, the product of this research, carried out from a qualitative methodology, resulted in the proposition a feasible path that includes elements of the constructivist and socio-interactionist theory, in combination with the hybrid practice, since they are relevant in the contribution to the elaboration of assessments of learning with the support of technological resources.