Banca de DEFESA: Ione Aparecida Neto Rodrigues

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Ione Aparecida Neto Rodrigues
DATE: 29/08/2022
TIME: 15:00
LOCAL: RNP VIRTUAL
TITLE:

PEDAGOGICAL EVALUATION IN CONTEXTS MEDIATED BY DIGITAL TECHNOLOGIES

KEY WORDS:

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

PAGES: 242
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The present study had as its central theme the assessment of learning developed in distance education regimes and that is carried out through people directly related to the teaching-learning process in environments mediated by technologies, allowing teacher and student to be in different physical environments. Assessment is conceived in its pedagogical dimension, encompassing all assessments, both formative and summative. The investigation aimed to understand the evaluative practices in distance education mediated by digital technologies, in a private institution in Minas Gerais. However, the data collected made it possible to propose practices and dynamics of pedagogical evaluation. The methodological option in addition to bibliographic research was Netnography, a qualitative research approach that adapts ethnographic research techniques to the study of cultures and communities emerging through computer-mediated communications. He 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 the investigation was 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%. The generation of data took place through the technique of participant observation, guided by a script structured in two dimensions categories: context of learning evaluation in VLE and evaluation practice of teachers/tutors: the first is related to data, information extracted directly from the VLE on the potential instruments and procedures for the practice of pedagogical assessment. The second refers to the data generated from the interaction with teachers/tutors through an electronic questionnaire. And the third concerns the reflective notes of the field experienced by the researcher on the evaluative practices that actually took place in the VLE during the research. The didactic material, produced by an outsourced company specialized in the production of content, technology and services for higher education, was also analyzed. It was proved that the regulations on evaluation must result from a deep and grounded reflection on the data, information and evidence generated by the different techniques, procedures and instruments of evaluation and that the teachers/tutors have a formative conception, but with a behaviorist nature, in line with the the teaching objectives of an instrumental technicist nature. It is concluded that the conceptions, interfaces, environments that allow to conceive and carry out the evaluation practices do not constitute an end in themselves. They are fundamental as a mediating action, in their instrumentality, to reach the object of the evaluation practice in each training path, having their potential for improving learning and enabling, respectively, the development of students. digital contexts as a contribution to support the actions of teachers/tutors in the authorial construction of evaluative dynamics, not only in higher education, but in all teaching modalities.

BANKING MEMBERS:
Presidente - ANA ELISA FERREIRA RIBEIRO
Interno - VICENTE AGUIMAR PARREIRAS
Externa ao Programa - MARCIA GORETT RIBEIRO GROSSI
Externo à Instituição - EDUARDO SANTOS JUNQUEIRA RODRIGUES
Externa à Instituição - CARLA VIANA COSCARELLI - UFMG
Externa à Instituição - DOROTEA FRANK KERSCH - Unisinos