Estratégias avaliativas apoiadas pelas tecnologias digitais da informação aplicadas pelos docentes formadores do Programa de Formação Continuada em Docência do Ensino Superior (Proford) no período pandêmico da Covid-19

Abstract

This research analyzed the evaluation strategies, supported by Digital Information and Communication Technologies (TDIC), used by teacher trainers (DF) during the Covid-19 pandemic period. Continuing training is understood as a professional right of teachers, and must be guaranteed by the State in accordance with the LDBEN of 1996. At the Federal University of Alagoas (Ufal), continuing training initiatives for teachers are the responsibility of the Continuing Training Program in Teaching Higher Education (Proford) to the institution's own public. The question that guided this study was: How did the DF use mediating (training) assessment strategies supported by Digital Information and Communication Technologies (TDIC) during Proford courses in the face of the Covid-19 pandemic? The thesis is defended that the strategies used and the types of assessment are represented in Proford's continued training, in the context of Emergency Remote Education (ERE), the expected change will be for the DF to explore assessment strategies, in particular formative assessment, in teaching resources using contemporary technologies 9 AVA, web conferences, forums, etc.) and that the assessment that will be present will be formative. In this sense, the general objective was to investigate the evaluation strategies supported by TDIC in the courses offered by Proford during the pandemic period. Its specific objectives are a) to outline the evaluation strategies set for Proford courses supported by TDIC in the ERE context during the pandemic period; b) analyze the evidence of evaluation strategies in continuing education during the covid-19 pandemic; c) present the aspects that contributed to the evaluation process in courses aimed at continuing teacher training in the ERE format. This is a documentary and exploratory research, with a qualitative approach, with Proford/Ufal as the research field and DF as research participants who taught the courses offered to the institution's teachers during the pandemic period. Regarding the data collection procedure, course plans made available in the Virtual Learning Environment (AVA/Moodle) were used as instruments; and the semi-structured interview and for data analysis, we used content analysis, following the guidelines of Bardin (2011). To carry it out, we contacted Proford, who provided the contact details of 9 teachers who taught courses focused on assessment supported by TDIC, but only 6 were able to participate in the research. The research result notably showed a tendency towards the formative assessment and the strategies supported by TDIC suggested by the DF were the AVA, Discussion Forum, Portfolio, gamification, etc. The study shows an evident change in pedagogical practice and incorporation of available TDICs, in an attempt to promote new assessment strategies and new ways of teaching, learning and evaluating. This proves that Proford courses significantly contributed, during the pandemic, with courses aimed at for assessment supported by TDIC, being convinced that these training courses focused on TDIC for teachers must be offered regularly.