As potencialidades e as limitações da avaliação no ensino remoto: os reflexos da pandemia de Covid-19 na educação básica
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Data
2022-01-10
Autores
Buoro, Ana Laura da Silva
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa, de natureza qualitativa, teve como objetivo a verificação, estudo e análise bibliográfica de artigos e trabalhos publicados entre janeiro de 2020 a abril de 2021, na plataforma Google Acadêmico. A análise dessas publicações pretendeu compreender os desdobramentos da avaliação no ensino remoto, durante o período de pandemia de Covid-19, na educação básica. Essa pesquisa investigou as estratégias avaliativas e as dificuldades encontradas pelos educadores durante esse período. Utilizando os termos "avaliação escolar" and "Covid-19" como filtro de busca para o mapeamento, foram identificados 95 trabalhos, em português, no acervo. Ao filtrar a pesquisa por ordem de relevância, 19 artigos foram previamente selecionados para a investigação final, que foi realizada a partir da leitura completa de 6 artigos, a fim de identificar estratégias avaliativas utilizadas pelos professores frente ao ensino remoto e as principais dificuldades enfrentadas. Como resultado, o estudo revelou que o maior obstáculo sofrido foi o acesso aos recursos tecnológicos, principalmente quando se considera a desigualdade social e educacional entre alunos de escolas públicas e privadas. A estratégia mais utilizada pelos educadores para ministrar suas aulas e aplicar avaliações, foi a utilização de plataformas, como Whatsapp, Facebook, Google Forms e a utilização de alguns instrumentos, como chamadas por videoconferência, entrega de vídeos, aulas simultâneas, aulas gravadas, aplicação de provas online e, até mesmo, atividades impressas, para os alunos que não possuem acesso à internet.
This qualitative research aimed to verify, study, and bibliographic analysis of articles and works published between January 2020 and April 2021, on the Google Scholar platform. The analysis of these publications aimed to understand the consequences of evaluation in remote teaching, during the Covid-19 pandemic period, in basic education. This research investigated the evaluative strategies and the difficulties encountered by educators during this period. Using the terms "school evaluation" and "Covid-19" as a search filter for the mapping, 95 works were identified, in Portuguese, in the collection. By filtering the search in order of relevance, 19 articles were previously selected for the final investigation, which was carried out from the complete reading of 6 articles, to identify evaluative strategies used by teachers in the face of remote teaching and the main difficulties faced. As a result, the study revealed that the biggest obstacle suffered was access to technological resources, especially when considering the social and educational inequality between students from public and private schools. The strategy most used by educators to teach their classes and apply assessments was the use of platforms such as Whatsapp, Facebook, Google Forms and the use of some instruments, such as videoconference calls, video delivery, simultaneous classes, recorded classes, application online tests, and even printed activities for students who do not have access to the internet.
This qualitative research aimed to verify, study, and bibliographic analysis of articles and works published between January 2020 and April 2021, on the Google Scholar platform. The analysis of these publications aimed to understand the consequences of evaluation in remote teaching, during the Covid-19 pandemic period, in basic education. This research investigated the evaluative strategies and the difficulties encountered by educators during this period. Using the terms "school evaluation" and "Covid-19" as a search filter for the mapping, 95 works were identified, in Portuguese, in the collection. By filtering the search in order of relevance, 19 articles were previously selected for the final investigation, which was carried out from the complete reading of 6 articles, to identify evaluative strategies used by teachers in the face of remote teaching and the main difficulties faced. As a result, the study revealed that the biggest obstacle suffered was access to technological resources, especially when considering the social and educational inequality between students from public and private schools. The strategy most used by educators to teach their classes and apply assessments was the use of platforms such as Whatsapp, Facebook, Google Forms and the use of some instruments, such as videoconference calls, video delivery, simultaneous classes, recorded classes, application online tests, and even printed activities for students who do not have access to the internet.
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Palavras-chave
Avaliação escolar, Educação básica, Pandemia, Covid-19, School evaluation, Basic education, Pandemic