LOPES, G. R.; http://lattes.cnpq.br/9473894267331671; LOPES, Graziela Ribeiro.
Resumen:
The spread of the virus (SARS-CoV-2), which caused COVID-19, started a new global scenario. In this moment, where the conviviality in public places was reduced, the internet, as a space for interaction, played a very important role during the phase of social distancing. Remote Learning emerged, in this reality, as a temporary teaching alternative that demanded the quick adaptation of the school community to classes mediated by Information and Communication Technologies (ICTs). In addition, this period was marked by the overload of several teachers who had to adapt content, dynamics and evaluations in order to continue their work. Thus, we chose to direct our attention to the learning evaluation, which is an essential component for the teaching and learning process. To this end, we based ourselves on authors such as Conceição (2018), Grillo and Lima (2010), Hoffmann (2009), Luckesi (1999, 2011, 2021, 2022), Nascimento (2021), among others who contributed theoretically to our work. Thus, by means of a qualitative research of case study nature, the main objective of the present study was to investigate the evaluation practices of six Physics teachers of the state high school network in the municipality of Cajazeiras - PB during the period of Remote Teaching. To this end, we have developed the following specific objectives: to know the teachers' conceptions about the evaluation of school learning; to identify the evaluation tools used by Physics teachers, and finally, to analyze the results from the evaluation tools applied during the Remote Teaching. In order to collect information about the practices used by the teachers, we chose to use semi-structured interviews. In the development of the study we were able to analyze the experiences lived by the teachers in their evaluative practices. As a result, we noticed in the speeches of the participating teachers that the school evaluation in Physics in the remote period was done through diversified instruments, but the most important ones were: the tests and the printed activities. However, the use of the data coming from the evaluative instruments served mainly for recording grades as a requirement of the educational system. In addition, we noticed the existence of several constraints that hindered the construction of alternatives to the traditional evaluative method in Remote Teaching. Finally, the study enabled a greater understanding about the evaluative practices of the teachers who participated in this research.
