Práticas avaliativas do 1º ano do ensino fundamental da Escola de Educação Básica da UFPB no ensino remoto

Abstract

This academic thesis consists of a research conducted on the evaluation practices of the 1st year of Elementary School in remote education. Its general objective is to analyze how the evaluation practices of the 1st year of Elementary School of the UFPB Basic Education School were developed during remote education and, as specific objectives, to: understand how the students' learning was monitored; describe the assessment tools used in the 1st year of Elementary School at the School of Basic Education in remote education; and identify the possible connections between assessment practices and planning. Therefore, the study had as theoretical support on remote teaching: Macedo (2021), Santos; Lima and Souza (2020), Souza and Ferreira (2020), Lunardi et al., (2021); regarding the evaluation, the following authors: Hoffmann (2009a; 2017b; 2019c; 2020d; 2020e), Luckesi (2000a; 2008b; 2011c), Freire (2019a; 2020b), Perrenoud (1998), Villas Boas (2007), among others, and in relation to planning, these authors: Soares (2020), Libâneo (2013) and Vasconcellos (2002). The work methodology consisted of an exploratory study; the type of research carried out was field research, with a qualitative approach, using instruments such as observation and participant-observation of the evaluation practices carried out by the teacher of the 1st year of the afternoon shift, from the UFPB Basic Education School (EEBAS), and the children in the class, as well as the application of an interview and an online form with the teacher. The subjects-participants of the research were the regent teacher of the 1st year of the afternoon of the Basic Education School of UFPB and the children of this class. The place where the research was carried out was the School of Basic Education, located at the Federal University of Paraíba, on Campus I, in João Pessoa. In relation to data analysis, it was carried out from the discursive analysis of the research subjects. However, all achievements took place remotely, because of the Covid-19 pandemic. The research results allowed us to understand that the educator monitors the students' learning progress based on evaluative practices of diagnosis, mediation, and training with children. In addition, it was possible to verify that the mediation performed properly in each assessment tool, such as reading activities, text production and interpretation, directly influences the teaching-learning process. And, with the challenges of remote learning, this is even more essential, contributing to the development of the student. Regarding the planning of pedagogical practices and assessment, an interdependence between the components of the act of teaching was identified, favoring the execution of actions, and providing opportunities for significant advances, visualized through continuous assessment. Therefore, it is concluded that the learning evaluation has relevance in the teaching-learning process, and that the evaluation practices must always be conducted aiming at the student's development.