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Doctoral Thesis
DOI
10.11606/T.48.2010.tde-14062010-101356
Document
Author
Full name
Rosemary Soffner
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2010
Supervisor
Committee
Baumel, Roseli Cecilia Rocha de Carvalho (President)
Biccas, Maurilane de Souza
Cordão, Francisco Aparecido
Fernandes, Jorcelina Elisabeth
Piovesan Neto, Ângelo Pedro
Title in Portuguese
Avaliação da aprendizagem em curso a distância
Keywords in Portuguese
avaliação da aprendizagem
avaliação formativa
educação a distância
legislação para a educação a distância
Abstract in Portuguese
Esta tese estuda as concepções de avaliação da aprendizagem em cursos a distância, pois tendo em vista a crescente oferta de cursos nesta modalidade de ensino, a partir do desenvolvimento das tecnologias de informação e comunicação, acreditamos ser o tema relevante para que cursos a distância possam, de fato, contribuir, para que superemos, enquanto nação, a desigualdade de acesso à educação. Consideramos como aporte teórico os princípios da avaliação formativa, uma vez que um de seus principais objetivos é oferecer informações para que professor e aluno possam repensar e fazer os ajustes necessários nos processos de ensino e aprendizagem. O estudo feito sobre a História da Educação a Distância e os meios de comunicação utilizados nesta modalidade de ensino objetivou compreender o status que ocupa nos dias de hoje, para então entender as prováveis concepções que norteiam a legislação vigente sobre o tema. Também analisamos três documentos de instituições de ensino superior que oferecem cursos a distância, buscando identificar a concepção de avaliação da aprendizagem. Como contribuição, podemos destacar dois pontos: a análise de instrumentos de avaliação da aprendizagem que podem ser utilizados em cursos a distância e um conjunto de princípios que podem gerar inúmeras práticas pedagógicas que favoreçam a construção do conhecimento e a aprendizagem. As críticas apontadas à legislação vigente objetivam criar espaços para debates produtivos que possam contribuir para a elaboração de um projeto nacional de educação.
Title in English
Learning evalution in distance education
Keywords in English
distance education
distance education legislation
distance learning and education courses
formative valuation
learning valuation
Abstract in English
This thesis studies conceptions of the learning valuation whenever long distance education courses are applied, since we have noticed the growing offering and supply of distance learning for education and training courses lately. Taking into account the development of information and communication technologies, we firmly believe that this subject is relevant in order that distance education courses may, as a matter of fact, contribute to overcome, as Nation, the great disparity of access to education we undergo. We have considered, as theoretical support, the principles of formative valuation, once one of its chief objectives is to offer reliable information so that the teacher and student are capable of rethinking and adjust whatever and wherever necessary the teaching and knowledge processes. The research and study done about the History of Distance Education as well as the means of communication employed by this path of teaching has aimed to understand the status in which it is placed presently, so that we may know and comprehend the probable conceptions which guide and direct the legislation in force about this theme. We have, also, analysed three dossier and records of college education institutions which offer long distance education and learning courses, attempting to identify the conception of learning gain valuation. As contibution, we were able to put in relief two aspects: the analysis of which instruments and tools of valuation may be used in long distance education courses, as well as a set of principles that might generate uncountable pedagogic practices which may enhance and benefit the knowledge and learning process construction. The review and criticism pointed to the legislation in force aim to create spaces and make room to productive debates which may contribute to the elaboration of a national education project.
 
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ROSEMARY_SOFFNER.pdf (608.69 Kbytes)
Publishing Date
2010-07-14
 
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