Avaliação da aprendizagem no ensino remoto na perspectiva dos residentes do programa residência pedagógica da Universidade Federal Rural da Amazônia, Campus Capanema - PA

Abstract

In Brazil, the implementation of Emergency Remote Teaching affected several actors involved in the educational process, including the participants of the Pedagogical Residency Program (PRP), who, due to the abrupt change, had to carry out their teaching actions in a virtual environment. In this scenario, the following questions arose: do the residents have satisfactory knowledge about the learning assessment process? How was the knowledge about assessment, built throughout your academic trajectories, reflected in your assessment practices, developed during your pedagogical actions, within the scope of the PRP? Therefore, the main objective of this research was to understand the evaluation process adopted by the pedagogical residents of the Federal Rural University of the Amazon (UFRA), Campus Capanema - PA, who worked at Public School Oliveira Brito, during remote teaching, from their conceptions. and indications of its practice. The work has a qualitative approach. The research subjects were 8 (eight) residents of UFRA, Campus Capanema/PA, who worked at Public School Oliveira Brito, located in the city of Capanema/PA. Data were obtained through semi-structured interviews, carried out through Google Meet and also through analyzes carried out in evaluative instruments used by residents. The systematization of the data was done through the technique of content analysis, which made it possible to identify four categories of analysis: 01 –Conception of learning evaluation; 02 – Process of building knowledge about learning assessment; 03 – Training path for working in remote teaching; 04 – Analysis of assessment tools used by residents in remote teaching. Based on the results obtained, it was possible to conclude that residents have a satisfactory view of the concept and functions of learning assessment. However, due to circumstances imposed by the remote educational context, the residents' knowledge about assessment could not be fully applied, thus limiting assessment practices to the use of tests. In view of this, the evaluation process carried out by the residents had, predominantly, aspects of the summative evaluation.