Avaliação da aprendizagem no ensino remoto emergencial: relatos de experiências docentes sobre os desafios desse processo durante a pandemia

Abstract

Due to the covid-19 pandemic, which was reported at the beginning of 2020, Emergency Remote Education (ERE) was implemented to enable students to continue their studies. As a result, education has faced several obstacles, including having to assess learning remotely. Therefore, this study aimed to understand the challenges of assessing learning experienced by 11 teachers who taught in the early years of elementary school during the ERE period in a municipal public school in the south of Minas Gerais. The method proposed was qualitative research through a case study and the instruments used to collect data were questionnaires and semi-structured interviews, with the material obtained from the interviews being submitted to Content Analysis. It was concluded that the greatest difficulty in assessing learning was due to social distancing, which hindered feedback on activities, caused uncertainty about who would solve the assessments sent home, and restricted physical contact with students and their families.