Aspectos da avaliação online no contexto de uma disciplina de um curso de licenciatura em Matemática a distância
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2020-02-18
Autores
Maciel, Domício Magalhães
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Universidade Estadual Paulista (Unesp)
Resumo
A difusão das Tecnologias de Informação e Comunicação possibilita avanços nos processos de Educação a distância, remetendo pesquisadores a pensarem no processo formativo de professores quanto à Avaliação da Aprendizagem na Educação online. As experiências do autor desta tese em pesquisas anteriores o direcionam a estudar essa temática no âmbito de um curso de Licenciatura em Matemática a distância, no contexto da Universidade Aberta do Brasil (UAB), ao nível de doutorado. Objetiva-se evidenciar possibilidades Didáticas e Pedagógicas de processos de Avaliação Formativa online em um curso de Licenciatura em Matemática da UAB. Configura-se como uma Pesquisa Qualitativa envolvendo Professor, Tutoras online e alunos da disciplina Pré-Cálculo II do curso de Licenciatura em Matemática da UAB/UFMA. Os dados foram analisados sob a perspectiva de alguns conceitos da Análise de Conteúdo. Da sistematização resultante desta Técnica foram constituídas as seguintes Categorias de Análise: relacionadas ao Professor e Tutoras online – Aspectos Didáticos e Pedagógicos do processo Ensino-Aprendizagem; Aspectos da Avaliação presencial e online; Aspectos Didáticos do trabalho do Professor/Tutor online em Avaliação online; e Aspectos estruturais de comunicação/Interação do Professor/Tutor online/Discentes; relacionadas aos Discentes – Aspectos conceituais relacionados à formação matemática, ao uso do computador/Internet e à Avaliação; Aspectos da Interação Social (estruturais e conceituais) no processo presencial e online da Aprendizagem; Aspectos conceituais da Avaliação em relação ao desempenho do Discente na EaD online; Aspectos conceituais relacionados à Autoavaliação na Avaliação online; Aspectos Didáticos e Pedagógicos do processo Ensino-Aprendizagem presencial e online. Como resultados, ao enunciarem suas práticas, vivências e concepções sobre a Avaliação, e no contexto da EaD online, traduzidas nos aspectos supracitados, foram reveladas semelhanças, divergências e dicotomias entre a Avaliação da Aprendizagem que ocorre num ambiente presencial e aquela desenvolvida na EaD online. Dificuldades estruturais impossibilitaram a Interação Social esperada num contexto online de Educação e a formação acadêmica prévia dos docentes/tutores online envolvidos, em relação à Avaliação online e no âmbito da Educação Matemática, bem como a formação para o uso do AVA dos usuários do processo Ensino-Aprendizagem-Avaliação, aliadas a uma cultura somativa da Avaliação da Aprendizagem, limitaram a comunicação entre os sujeitos e a diversificação de Tarefas de Avaliação da Aprendizagem, particularmente aquelas que favorecem a Autoavaliação e Autorregulação da Aprendizagem. Esse processo indicou carências, intenções e práticas de Avaliação Formativa online no desenvolvimento da disciplina investigada. Corroborando as pesquisas sobre Formação de Professores, sobre ideários e práticas dos docentes em relação à Avaliação Formativa e sobre o uso de ferramentas do AVA na EaD online, os dados apontaram a necessidade de uma discussão/formação mais sistemática sobre essas temáticas nas Licenciaturas, particularmente naquelas que formam o Professor de Matemática. Entende-se que se realizou, com esta investigação, uma importante reflexão sobre os processos de Avaliação online desenvolvidos em cursos na modalidade a distância, bem como apontamos possibilidades de ações formativas, em relação à Avaliação da Aprendizagem em Educação Matemática, para a Educação Básica e para as Licenciaturas em Matemática a distância e presencial.
The propagation of Information and Communication Technologies enables advances in the processes of distance education, leading researchers to think about the formative process of teachers regarding the Assessment of Learning in online education. The previous research experiences of this thesis’ author lead him to study this subject within the scope of a distance learning Bachelor’s degree in Mathematics course, in the context of the Open University of Brazil (UAB), at the doctoral level. The objective is to highlight Didactic and Pedagogical possibilities of online Formative Assessment processes in a Mathematics Degree course at UAB. It is configured as a Qualitative Research involving Teacher, Online Tutors and students of the Pre-Calculus II course of UAB / UFMA Mathematics Degree. Data were analyzed from the perspective of some content analysis concepts. From the resulting systematization of this technique, the following Analysis Categories were constituted: Analysis Categories: related to the Online Teacher and Tutors - Didactic and Pedagogical Aspects of the Teaching-Learning process; Aspects of presential and online assessment; Teaching Aspects of Online Teacher/Tutor Work in Online Assessment; and Structural Aspects of Communication/Teacher Interaction/Online Tutor/Students; related to Students - Conceptual aspects related to mathematical training, computer/Internet use and Assessment; Aspects of Social Interaction (structural and conceptual) in the presential and online Learning process; Conceptual aspects of Assessment in relation to student performance in online DE; Conceptual aspects related to Self Assessment in the online assessment; Didactic and Pedagogical Aspects of the Teaching-Learning process in person and online. As a result, by stating their practices, experiences and conceptions about Assessment, and in the context of online DE, translated in the aforementioned aspects, similarities, divergences and dichotomies were revealed between the Assessment of Learning that occurs in a presential environment and that developed in online DE. Structural difficulties prevented the expected Social Interaction in an online Education context and the previous academic formation of the online teachers/tutors involved, in relation to the Online Evaluation and Mathematical Education, as well as the training for the use of VLE by the users of the Teaching-Learning-Assessment process, coupled with a summative culture of Learning Assessment, has limited communication between subjects and the diversification of Learning Assessment Tasks, particularly those that favor Learning Self-Assessment and Self-Regulation. This process indicated deficiencies, intentions and practices of online Formative Assessment in the development of the investigated discipline. Corroborating the research on Teacher Training, teachers' ideas and practices in relation to Formative Assessment and the use of VLE tools in online DE, the data pointed to the need for a more systematic discussion / training on these subjects in Bachelor Degrees, particularly in those who form the Mathematics Teacher. It is understood that this research led to an important reflection on the online assessment processes developed in distance learning courses, as well as the possibility of formative actions in relation to the Evaluation of Learning in Mathematical Education for Basic Education, and for Distance and Mathematics Bachelor Degrees.
The propagation of Information and Communication Technologies enables advances in the processes of distance education, leading researchers to think about the formative process of teachers regarding the Assessment of Learning in online education. The previous research experiences of this thesis’ author lead him to study this subject within the scope of a distance learning Bachelor’s degree in Mathematics course, in the context of the Open University of Brazil (UAB), at the doctoral level. The objective is to highlight Didactic and Pedagogical possibilities of online Formative Assessment processes in a Mathematics Degree course at UAB. It is configured as a Qualitative Research involving Teacher, Online Tutors and students of the Pre-Calculus II course of UAB / UFMA Mathematics Degree. Data were analyzed from the perspective of some content analysis concepts. From the resulting systematization of this technique, the following Analysis Categories were constituted: Analysis Categories: related to the Online Teacher and Tutors - Didactic and Pedagogical Aspects of the Teaching-Learning process; Aspects of presential and online assessment; Teaching Aspects of Online Teacher/Tutor Work in Online Assessment; and Structural Aspects of Communication/Teacher Interaction/Online Tutor/Students; related to Students - Conceptual aspects related to mathematical training, computer/Internet use and Assessment; Aspects of Social Interaction (structural and conceptual) in the presential and online Learning process; Conceptual aspects of Assessment in relation to student performance in online DE; Conceptual aspects related to Self Assessment in the online assessment; Didactic and Pedagogical Aspects of the Teaching-Learning process in person and online. As a result, by stating their practices, experiences and conceptions about Assessment, and in the context of online DE, translated in the aforementioned aspects, similarities, divergences and dichotomies were revealed between the Assessment of Learning that occurs in a presential environment and that developed in online DE. Structural difficulties prevented the expected Social Interaction in an online Education context and the previous academic formation of the online teachers/tutors involved, in relation to the Online Evaluation and Mathematical Education, as well as the training for the use of VLE by the users of the Teaching-Learning-Assessment process, coupled with a summative culture of Learning Assessment, has limited communication between subjects and the diversification of Learning Assessment Tasks, particularly those that favor Learning Self-Assessment and Self-Regulation. This process indicated deficiencies, intentions and practices of online Formative Assessment in the development of the investigated discipline. Corroborating the research on Teacher Training, teachers' ideas and practices in relation to Formative Assessment and the use of VLE tools in online DE, the data pointed to the need for a more systematic discussion / training on these subjects in Bachelor Degrees, particularly in those who form the Mathematics Teacher. It is understood that this research led to an important reflection on the online assessment processes developed in distance learning courses, as well as the possibility of formative actions in relation to the Evaluation of Learning in Mathematical Education for Basic Education, and for Distance and Mathematics Bachelor Degrees.
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Palavras-chave
Avaliação formativa, Ambiente virtual de aprendizagem, Educação a distância, Formação de professores, Licenciatura em Matemática a distância, Formative evaluation, Virtual learning environment, Distance education, Teacher training, Distance learning Mathematics bachelor’s degree