APRENDA : uma proposta personalizada para a apropriação de recursos digitais na construção de avaliações para aprendizagem em espaços híbridos do ensino médio da rede estadual de Pernambuco

Abstract

Learning assessment, as a component of the pedagogical act, constitutes one of the biggest, if not the biggest, challenges for teachers and students. The search for models and resources for creating and adopting evaluation systems that transcend the performance and classification vision, that is, to evaluate for learning and not just to evaluate learning, constitutes an open problem and defines the scope of this investigation. In 2020, the Covid-19 pandemic caused the closure of schools and the transfer of their activities to the virtual world. Thus, one of the biggest challenges faced in the pandemic is the assessment done in person with instruments linked to face-to-face activities. Teachers were then encouraged to reproduce traditional models or create and/or adapt models that redefined perceptions about virtual and in-person spaces, opening space for an experimental legacy that is consolidated in the hybridization of processes in the post-pandemic period. In this context, this research aims to: Investigate the elements that must be considered in the development of an assessment proposal for learning from a formative perspective in hybrid spaces, based on experiences in the context of and after the pandemic associated with Covid-19. The theoretical framework is structured into three fields: the first focuses on technology, society and education: Lévy (1996, 2009, 2019, 2021, 2023), Horn and Staker (2015), Mishra and Koehler (2006, 2009); the second reflects on evaluation processes: Fernandes (2008); Hadji (1994, 2001); Hoffmann (1992, 2011); Luckesi (2011, 2013); Perrenoud (1999); Vianna (1995, 2000, 2014), Villas Boas (2008); the third analyzes the school as a space of possibilities and emancipation Giroux (1997, 2004). The research was qualitative, developed from the methodological approach of DBR – Design Based Research; regarding the objectives, it is exploratory and descriptive, supported by document review, interviews, and meetings to reflect on the evaluation practice and construction of a personalized evaluation proposal through digital interfaces The locus of study was two Reference Schools in High School in the state of Pernambuco, based on the IDEB indicators. The teachers participating in this collective construction were from four areas of knowledge: Languages, Mathematics, Human Sciences and Natural Sciences and students from 5 first-year classes of High School. The documentary analysis identified the recommendation of using technology as a teaching methodology and object of knowledge and conducting assessment from a formative perspective. Furthermore, the process of constructing and experimenting with assessment activities, through digital interfaces, highlighted challenges, limits and possibilities existing in the state public school, which resulted in an assessment proposal for personalized learning, validated by teachers. Finally, this proposal can be adapted and improved by the teaching community, according to its specificities, identifying other elements that contribute to a quality assessment practice, incorporating digital technology and bringing the school closer to the contemporary world.