Avaliação da aprendizagem na educação a distância : algumas concepções e práticas avaliativas desenvolvidas no curso de licenciatura em pedagogia, modalidade EaD, da UFSCar

Abstract

The appearance of Distance Education (EaD) in the world scenery and also Brazilian is associated to the scientific and technological development and to the social need of providing education to the segments of the population not accordingly served by the traditional system of teaching. The most time, studying by this modality of Distance Teaching (EaD in Portuguese) is the only opportunity offered to young and adult workers. This way, this modality of education contributes to enlarge the scope of democratization of the education and it can also be consider as way of overcoming barriers of space and time. This new configuration space-time proposes and, above all, requires new postures, habilities and competences of AL involved in the process of teaching and learning, in particular, the way how the evaluation of learning is developedin the Distance Teaching (EaD). In this sense, the present work of search brings as a question: What are the implications for the student forming in the use of different tools and evaluative instruments foreseen in the model of Distance Education from UFSCar, using as clipping the course of Pedagogy, in the perspective of the teachers? We detach that this investigation was realized in a qualitative perspective of research, bein used as an instrument of data collection an on line questionnaire that was answered by eleven teachers in a period at about three weeks. The evaluation of learning in this modality is a theme that deserves attention, because it s an instrument of support to the process of building and rebuilding of the knowledge. Thus, understanding how the evaluative process is developed in Distance Education courses means to lean studies about the use of didactic tools and materials, evaluative instruments and a look at the conception of evaluation presented by the teachers. The results of this research showed that the teachers has been keeping a variety of evaluative instruments in their disciplines, having a balance between the individual and collective activities, although still prevail conventional forms of evaluation, as an example, syntheses, analysis and discussions in forums. Beside, the results reflect that the application of individual writing test is used more than another instrument. The didactic tools used by the teachers provide the student to get competences coherent with the Professional Profile To Be Graduated by the UFSCar. It´s offered to the students opportunities to exercise specific activities of the profession, to learn in an independent and continuous way. However, many aspects need to be reviewed and improved, in special aspects inherent work with multidisciplinary teams, to the action in a form inter/multi/transdisciplinary. For this investigation on, I intend to contribute for the evaluative processes became more dynamic and articulated, so that the evaluation is a process that direct the development and the success of the student. In this sense, we hope it´s possible to offer subsidies that can collaborate for a depth reflections about the elements that compose the process of teaching and learning (planning, evaluative instruments, teaching strategies, didactic materials, etc.).