Os professores e as TDICS nas avaliações: uma tríade possível

Abstract

Initiatives in the sense of updating the traditional evaluation model have already been made, especially with the introduction of the diagnosis of the evaluation result to act on the deficiencies of the evaluated group and reinforce positive points. The rise of Information and Communication Digital Technologies (ICDTs) made the evaluation become technological too, but in fact it did not innovate in its essence, only changing the pen for the keyboard. This work aims to investigate, through various instruments such as a questionnaire and interviews, as well as practical applications contained in the appendices, how the teachers' appropriation of ICDTs is and how they can bring these to the scenario of classroom and school evaluation. Initially, we sought to identify the technological profile of teachers at a federal institute in Rio Grande do Sul, in order to verify if they are really inserted within the new current technological context. This was done through a questionnaire dealing with digital technologies and evaluation sent by email to all professors at the institution. It was found that the professors of the Instituto Federal Farroupilha are aligned with trends in the area of technology, as they use and interact with different technologies to better work their classes. In a second moment, in order to expand the knowledge produced from chapter 1, the institution's Natural Sciences teaching public was chosen to carry out an interview on evaluation, digital technologies and remote teaching, which allowed us to collect more results in the form of speeches by professors about their practices with technologies and evaluation. The work also sought to understand how teachers worked with technologies and assessment during the Covid-19 pandemic period with emergency remote teaching activities and lessons learned after this moment. The use of alternative forms of assessment with the potential of digital technologies proved to be a viable way to follow the development that the teaching area has experienced. In the period of remote activities, digital technologies ensured the continuity of the school year in many places, showing how useful they can be. In this way, it is possible to see how much evaluation is potentiated by moving away from traditionalism and bringing digital technologies to teaching. These are allied to the process and the assessment becomes less classificatory and more formative, more diagnostic and less summative. The research can continue to bring as a perspective an investigation into the role of the student and the school manager in an assessment scenario with digital 13 technologies, as well as the investigation of which of these could be used to enhance school assessment actions.