Banca de QUALIFICAÇÃO: Ione Aparecida Neto Rodrigues

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : Ione Aparecida Neto Rodrigues
DATE: 09/11/2021
TIME: 15:00
LOCAL: CEFET-MG (remotamente)



Pedagogical Assessment; Distance Education; Formative Assessment; Virtual learning environment; Evaluative Practice.

BIG AREA: Lingüística, Letras e Artes
AREA: Letras

This text presents part of the research being developed in the Postgraduate Program in Studies in Language of the Federal Center for Technological Education of Minas Gerais and has as its central theme the evaluation of learning developed in distance education regimes and that is carried out through the people directly related to the teaching-learning process in environments mediated by technologies, enabling the teacher and student to be in different physical environments. Learning assessment is conceived in its pedagogical dimension, encompassing all formative and summative assessments, which are essentially developed in the context of classrooms and are the responsibility of teachers and their students to support and improve learning. We take as a basic premise that assessment is part of the teaching-learning process with the purpose of implementing an educational project and, therefore, it should distance itself from traditional models of selective, classifying and excluding nature. We defend that distance education is not the digitalization of traditional face-to-face education, it is not reduced only to the exclusion of coexistence or to the fact of juxtaposing the use of traditional practices allied to the use of new technological resources, but to the creation of a new proposal composed of methodologies, new conceptions and educational models suited to the digital environment. The general objective of the investigation is to understand the evaluative practices in distance education, mediated by digital technologies, in a private institution in Minas Gerais. The methodological option in addition to bibliographic research is Netnography, a qualitative investigation approach that adapts ethnographic research techniques to the study of cultures and communities emerging through computer-mediated communications. For the construction of the theoretical framework, we dialogued with authors such as Fernandes (2006,2019,2020,2021), García Aretio (2014,2020,2021), Moreira (2019,2020,2021), Freire (1980, 1989,2000) among others . The empirical field for investigation is the virtual learning environment, Moodle, used by a private Higher Education Institution, located in the Central region of Minas Gerais, for undergraduate courses. Authorized by Ordinance No. 2,117, of December 6, 2019, the Institution started to offer distance learning courses between 25%, 50%, 75% and 100%. Data generation is taking place through the participant-type observation technique, guided by a script structured in two categorical dimensions: context of learning assessment in the VLE and evaluation practice of teachers/tutors. As a partial result, we present data to information extracted directly from the VLE about potential instruments and procedures for the practice of pedagogical assessment. We observe that all interfaces in the AVA/Moodle enable a configuration for the assessment practice that can take on a pedagogical dimension with a view to a formative perspective or focused on the classification and selection of students through grades. For the continuation of this research, the data already collected through electronic questionnaires sent to teachers/tutors will be categorized, in addition to tests, tests, configured in AVA/Moodle and ways of communicating the results to students.

Externa à Instituição - DOROTEA FRANK KERSCH - Unisinos
Notícia cadastrada em: 14/10/2021 15:59
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