Práticas avaliativas no ensino remoto de física: um estudo com professores do curso de Licenciatura em Física do IFPE - campus Pesqueira

Abstract

Faced with the Covid-19 pandemic, a disease caused by a new coronavirus, school institutions adopted emergency remote learning. In this context, teachers had to make changes in their assessment practices. In this research, we seek to analyze the evaluative practices in remote teaching of teachers of specific disciplines of the Licentiate Degree in Physics course at IFPE - Pesqueira campus. Authors such as Hoffmann (2001; 2017) and Luckesi (1999) were constituted as theoretical references for evaluation. The research is qualitative in nature. Six professors who work in specific subjects in the Licentiate Degree in Physics participated in the study. For the collection of information, carried out remotely due to the pandemic, we used a semi-structured interview. For the analysis, we use the Content Analysis Technique. Our results showed that teachers develop evaluative practices in remote education similar to those they use in face-to-face teaching. Most continue to use assessment tools such as tests and exercise lists in a timely manner with the aim of verifying learning and assigning a grade. This evaluative practice distances itself from a procedural evaluation perspective. We emphasize that only one of the professors evidenced evaluation practices in this perspective. We point out the need for studies that deepen our findings.