Avaliação educacional e o ensino remoto emergencial : conceitos, bases legais e produção científica

• Ano de defesa: 2023
• Autor(a) principal: Machado, Luciana de Fátima da Silva Lana
• Outros Autores: https://orcid.org/0000-0003-2594-1264
• Orientador(a): Borges, Regilson Maciel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Faculdade de Filosofia, Ciências Humanas, Educação e Letras - FAELCH
• Programa de Pós-Graduação: Programa de Pós-Graduação do Mestrado Profissional em Educação
• País: brasil
• Palavras-chave em Português: Avaliação educacional; Ensino remoto emergencial; Pandemia Covid-19; Educational assessment; Emergency remote teaching; Covid-19 pandemic
• Área do conhecimento CNPq: Educação
• Link de acesso: https://repositorio.ufla.br/handle/1/60214

This dissertation aims to investigate how Educational Assessment was conducted across its different dimensions—Learning Assessment, Institutional Evaluation, and Large-Scale or System Assessments—within the context of Emergency Remote Teaching (ERT), based on published academic literature. The study, of documentary and bibliographic nature, adopts as its theoretical framework the works on assessment by scholars such as Anthony Shinkfield and Daniel Stufflebeam, Benigna Villas Boas, Cipriano Carlos Luckesi, Celso Vasconcelos, Domingos Fernandes, Jussara Hoffmann, Lea Depresbiteris, Luiz Carlos Freitas, among other educational assessment researchers. The research is structured into three chapters intended for submission to scientific publications, initially following the guidelines of the Federal University of Lavras. The first chapter presents the theoretical framework on Educational Assessment and explains its growing prominence across nearly all spheres of social intervention—not limited to schools or education alone, but extending far beyond these domains, increasingly influencing economic and political dimensions. The second chapter provides a broad overview of the regulatory frameworks established during the COVID-19 pandemic to guide educational systems, with a focus on internal and external assessments. The third chapter surveys the scientific literature on educational assessment in emergency remote teaching, analyzing publications available in the SciELO database between 2020 and 2022, the temporal scope of this study. Findings indicate significant academic concerns about the pandemic’s impact on education. The health crisis forced educational institutions to restructure their assessment methods, with states and municipalities developing individualized proposals to implement remote teaching demands while maintaining learning assessment practices. Institutional evaluation, however, did not appear to be a priority during this period. As an outcome of this research, an Educational Product was developed—a webinar on Learning Assessment and its instruments, designed to address the needs of teacher training programs (licenciaturas).