Prática avaliativa de uma professora de uma turma do 1º ano do ensino fundamental no contexto da pandemia da Covid-19

Abstract

The present work investigated the evaluation practice of a teacher from the João Pessoa school system of a 1st year elementary school class during the Covid-19 pandemic. The study is based on the productions of authors who deal with school assessment (Esteban, 2003; Hoffmann, 2007; Libâneo, 1994; Luckesi, 2011; Vasconcellos, 2014). As a methodological approach, a bibliographical survey was carried out, field research was conducted with a qualitative approach and an exploratory nature. Data collection occurred based on observation during monitoring of remote classes, by completing a questionnaire directed to the teacher and analyzing the evaluation strategies used. Based on the analysis, it was identified that for the teacher, her evaluation practice approaches a mediating approach, that is, she considers the evaluation process as a subsidiary of teaching mediation and committed to the students' learning progression. Finally, the challenges of evaluating in the remote context were noted, since there was no contact with the children due to the suspension of face-to-face school activities and for this, the teacher had to evaluate the students' trajectories based on strategies adjusted to this context, for example, by sending photos of activities.