Avaliação da aprendizagem em Química: uma análise da experiência vivida por professor e estudantes durante o ensino remoto

Abstract

As a result of the Covid-19 pandemic pandemic, the world had to adapt its routine to social distancing. In this period, Communication and Information Tecnologies were fundamental to keep social dymanic in society. The use of technological tools was considered by educational organizations as an alternative to ensure that classes continue during the pandemic. In Brazil, education had to adapt to continue its activities using digital tools, through the use of Emergency Remote Teaching. This context had repercussions on educational processes, including the teaching of Chemistry and also on tests, which are essential didactic- pedagogical tasks in pedagogical work. Therefore, it is important to understand how the evaluation activities were carried out in this new teaching format. Thus, the present work investigated the effectiveness of the evaluation process in Chemistry during the period, seeking to identify, from the perception of teachers and students, the main evaluation practices and the difficulties faced by the ones involved. For this, we adopted, as field of investigation, a state school in the municipality of Sirinhaém/PE, having as subjects high school chemistry students and teachers who have lived the experience of remote teaching. We took as central categories, chemistry teaching, learning assessment, remote teaching and ICTs. From the methodological point of view, we favored a qualitative approach, using, as data collection tools, a semi-structured interview with the teacher and the application of an online questionnaire to the students. The results obtained point to a learning gap in the chemical content, evidencing the teachers' lack of preparation for the use of ICTs, the precarious infrastructure of the schools, and the social conditions of access of the students. However, even with the prevalence of evaluation practices typical of an excluding traditional pedagogy, it was possible to identify pertinent attitudes towards mediating evaluation and active methodologies. It appears from these results that it is urgent to invest in teacher training on assessment and use of digital tools to teach Chemistry, so that these professionals are able to recognize their limits and possibilities, with a view to a more humanized evaluative perspective