Estruturação interativa da avaliação da aprendizagem assistida pelas tecnologias digitais

Abstract

Assessment in the teaching-learning process corresponds to a didactic practice of constant teaching activity, and approximations with digital technologies enable contemporary perspectives in the classroom. Therefore, this thesis is guided by the following scientific problem: Does the appraisal of learning in learning environments with interactive digital technologies contribute to the teaching-learning process to the construction of scientific knowledge of Physics in High School? The general objective of the research was to analyze the assessment of learning in learning environments with interactive digital technologies in the teaching-learning process for the construction of scientific knowledge of Physics for students in the 3rd grade of High School. The theoretical bases on learning assessment, digital technologies and the teaching-learning process were supported by Luckesi, Perrenoud, Méndez, Kenski, Moran, Levy, Fonseca, among others. The study was structured from the theoreticalmethodological assumptions of qualitative research, anchored to the methodological approach of the Case Study. Therefore, the following instruments and data collection techniques were used: document analysis, online questionnaires on the Likert scale, semi-structured interviews, and active observation. The research took place in the 2nd semester of 2021, at the Federal Institute of Education, Science, and Technology of Amazonas - IFAM, Campus Parintins, with 38 students from the 3rd grade of High School, of the technical course in Administration, with the collaboration of a teacher, graduated in Physics.. The results obtained in the research showed refined didactic and methodological practices related to digital technologies aimed at the teaching-learning process, providing an environment for reflection on evaluative training practices and interactive practices in the construction of knowledge, which subsidize the elaboration of intentions continuous pedagogical processes and decision-making for the teaching-learning process. Therefore, the evaluation of learning is highlighted as a dynamic and interactive practice assisted by digital technologies in the teaching-learning process, with favorable projections for the construction of scientific knowledge and the curricular challenges in Physics Teaching, although the prospects of this study also point to possibilities of thinking about it as an alternative for Science Education in the 21st century.