Práticas avaliativas na educação a distância no ensino superior: estudo de caso de um curso superior de tecnologia

Abstract

This dissertation focuses on evaluative practices in distance education in higher education in a higher technology course. For the accomplishment of this research, it was fundamental to address, in addition to the evaluative practices that permeate this given reality, the scenario of higher education in the present time, and to understand the modality of distance education, as well as the legislation pertinent to higher education and EaD. The objective of this study was to investigate the evaluative practices present in teaching and learning in the EaD modality in the Higher Course of Technology in Management Processes, in a University Center based in the state of Rio Grande do Sul. Existence of innovations and an ecology of knowledge. The theoretical contributions of the chapters included the authors Dias Sobrinho (2010, 2008), Freire (1996, 1987, 1982), Haydt (1997,1994), Hoffmann (2003, 2011), Luckesi (2008), Saul), Vasconcellos (2008, 1998) and others, to facilitate understanding of the theme of learning assessment. Already Cavalcante (2000) and Santos (2011, 2009, 2006) strengthen the understanding on higher education, epistemologies of the South and ecology of knowledge. The authors Dias (2013), Kensky (2008, 2007), Lévy (1999, 1996), Mattar (2014), Moran (2013, 1995), Petters (2006) among others favored the construction of knowledge about EaD and the use of technologies in education and evaluation. In terms of research on innovation in education, authors have contributed the Cunha (2018, 2016), Leite (2012), Morés (2018, 2017) and others. The methodology chosen was a case study, with a quali-quantitative approach, based on Yin (2016, 2005), in which a bibliographic survey, documentary analysis, content analysis of Bardin (2004) was used, associated with descriptive statistical analysis based in Agresti; Finlay (2012), and the construction of the methodology occurred by the assumptions of Demo (2005), Paviani (2009) and others. The results evidenced a diversity of evaluation practices and technological resources or ICT, suggest innovation and point to an ecology of knowledge. They also highlight the interaction between students, teachers and the university center, declare the need for students to receive feedback from their assessments and indicate a conception about evaluation, as well as revealing creative teachers interested in innovating. In concluding this research it can be said that despite evidence of a commercialization of education and training for the labor market, reference is made to a broader formation, valuing human and ethical training, which contributes to a practice evaluation of learning that is emancipatory.