Assessment of learning and remote teaching: what do teachers say?

Detalhes bibliográficos
Autor(a) principal: Santos, Fabiano
Data de Publicação: 2021
Outros Autores: Marques, Hellen Jaqueline, Moura, Maria Aparecida Dias de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/39019
Resumo: The aim of this article was to identify and to analyze the role of learning assessment during the remote teaching in the teachers’ view from the early years of municipal elementary school of Corumbá/MS in the context of the covid-19 pandemic. The results through an electronic form sent to the 410 professors working at this stage indicate that the professors defend a formative and diagnostic perspective, but the assessment practices are contradictory. Learning assessment, that has taken on a bureaucratic role, proves ineffective for teachers and impoverishes human formation processes, as it does not allow for the critical and conscious appropriation of systematized knowledge.
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spelling Assessment of learning and remote teaching: what do teachers say?Evaluación del aprendizaje y educación remota: ¿qué dicen los profesores?Avaliação da aprendizagem e ensino remoto: o que dizem os professores?Avaliação da aprendizagemEnsino remotoPolítica EducacionalEducação Escolar BásicaCritérios da Avaliação EscolarEvaluación del aprendizajeEducación remotaPolítica educativaEducación Escolar BásicaCriterios de Evaluación EscolarEducational assessmentRemote learningEducational policyBasic School EducationSchool Evaluation CriteriaThe aim of this article was to identify and to analyze the role of learning assessment during the remote teaching in the teachers’ view from the early years of municipal elementary school of Corumbá/MS in the context of the covid-19 pandemic. The results through an electronic form sent to the 410 professors working at this stage indicate that the professors defend a formative and diagnostic perspective, but the assessment practices are contradictory. Learning assessment, that has taken on a bureaucratic role, proves ineffective for teachers and impoverishes human formation processes, as it does not allow for the critical and conscious appropriation of systematized knowledge.El artículo tiene como objetivo identificar y analizar el papel de la evaluación del aprendizaje durante la educación remota en el punto de vista de los docentes de los primeros años de la escuela primaria de la Red de Educación Municipal de Corumbá/MS en el contexto de la pandemia del covid-19. Los resultados obtenidos a través de un formulario electrónico enviado a los 410 docentes que trabajan en esta etapa indicaron que los docentes defienden una perspectiva formativa y diagnóstica, pero las prácticas de evaluación son contradictorias. La evaluación, que ha asumido papel burocrático, es ineficaz para los docentes y empobrece los procesos de formación humana, ya que no permite la apropiación crítica y consciente de saberes sistematizados.O artigo tem como objetivo identificar e analisar o papel da avaliação da aprendizagem durante o ensino remoto na visão dos professores dos anos iniciais do ensino fundamental da Rede Municipal de Ensino de Corumbá (MS) no contexto da pandemia de covid-19. Os resultados obtidos por meio de formulário eletrônico enviado para os 410 professores atuantes nessa etapa indicaram que os docentes defendem uma perspectiva formativa e diagnóstica, porém as práticas de avaliação são contraditórias. A avaliação, que tem assumido um papel burocrático, mostra-se ineficaz para os professores e com empobrecimento dos processos de formação humana, pois não possibilita a apropriação crítica e consciente dos saberes sistematizados.Faculdade de Educação - Universidade de Brasília2021-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfaudio/mpegtext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3901910.26512/lc27202139019Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e39019Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (ene-dic); e39019Linhas Crí­ticas; v. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e390191981-04311516-489610.26512/lc.v27.2021reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/39019/31506https://periodicos.unb.br/index.php/linhascriticas/article/view/39019/31507https://periodicos.unb.br/index.php/linhascriticas/article/view/39019/32701Copyright (c) 2021 Fabiano Santos, Hellen Jaqueline Marques, Maria Aparecida Dias de Moura da Conceiçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Santos, FabianoMarques, Hellen JaquelineMoura, Maria Aparecida Dias de2022-10-20T17:26:38Zoai:ojs.pkp.sfu.ca:article/39019Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-10-20T17:26:38Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Assessment of learning and remote teaching: what do teachers say?
Evaluación del aprendizaje y educación remota: ¿qué dicen los profesores?
Avaliação da aprendizagem e ensino remoto: o que dizem os professores?
title Assessment of learning and remote teaching: what do teachers say?
spellingShingle Assessment of learning and remote teaching: what do teachers say?
Santos, Fabiano
Avaliação da aprendizagem
Ensino remoto
Política Educacional
Educação Escolar Básica
Critérios da Avaliação Escolar
Evaluación del aprendizaje
Educación remota
Política educativa
Educación Escolar Básica
Criterios de Evaluación Escolar
Educational assessment
Remote learning
Educational policy
Basic School Education
School Evaluation Criteria
title_short Assessment of learning and remote teaching: what do teachers say?
title_full Assessment of learning and remote teaching: what do teachers say?
title_fullStr Assessment of learning and remote teaching: what do teachers say?
title_full_unstemmed Assessment of learning and remote teaching: what do teachers say?
title_sort Assessment of learning and remote teaching: what do teachers say?
author Santos, Fabiano
author_facet Santos, Fabiano
Marques, Hellen Jaqueline
Moura, Maria Aparecida Dias de
author_role author
author2 Marques, Hellen Jaqueline
Moura, Maria Aparecida Dias de
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Fabiano
Marques, Hellen Jaqueline
Moura, Maria Aparecida Dias de
dc.subject.por.fl_str_mv Avaliação da aprendizagem
Ensino remoto
Política Educacional
Educação Escolar Básica
Critérios da Avaliação Escolar
Evaluación del aprendizaje
Educación remota
Política educativa
Educación Escolar Básica
Criterios de Evaluación Escolar
Educational assessment
Remote learning
Educational policy
Basic School Education
School Evaluation Criteria
topic Avaliação da aprendizagem
Ensino remoto
Política Educacional
Educação Escolar Básica
Critérios da Avaliação Escolar
Evaluación del aprendizaje
Educación remota
Política educativa
Educación Escolar Básica
Criterios de Evaluación Escolar
Educational assessment
Remote learning
Educational policy
Basic School Education
School Evaluation Criteria
description The aim of this article was to identify and to analyze the role of learning assessment during the remote teaching in the teachers’ view from the early years of municipal elementary school of Corumbá/MS in the context of the covid-19 pandemic. The results through an electronic form sent to the 410 professors working at this stage indicate that the professors defend a formative and diagnostic perspective, but the assessment practices are contradictory. Learning assessment, that has taken on a bureaucratic role, proves ineffective for teachers and impoverishes human formation processes, as it does not allow for the critical and conscious appropriation of systematized knowledge.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/39019
10.26512/lc27202139019
url https://periodicos.unb.br/index.php/linhascriticas/article/view/39019
identifier_str_mv 10.26512/lc27202139019
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/39019/31506
https://periodicos.unb.br/index.php/linhascriticas/article/view/39019/31507
https://periodicos.unb.br/index.php/linhascriticas/article/view/39019/32701
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
audio/mpeg
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e39019
Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (ene-dic); e39019
Linhas Crí­ticas; v. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e39019
1981-0431
1516-4896
10.26512/lc.v27.2021
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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