Meta-avaliação da aprendizagem na perspectiva da negociação comunicativa nos cursos de pós-graduação Lato Sensu a distância na Bahia.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The assessment is one of the fundamental axes of the main contemporary education policies, involving not only the educational dimension, but also the social, political, ethical and managing approaches. Similarly, evaluating the assessment (meta-evaluation) is so necessary in the educational scenario as performing the evaluation itself. It is the same as highlighting a critical appraisal of a completed or ongoing assessment, involving a set of theoretical and at times empirical assumptions as a basis to qualify and validate the procedures and results of a particular object or phenomenon already assessed, aiming at rethinking actions and improving procedures. The emergence of a global society characterized by the interconnectivity and its different levels of communication makes it possible that new environments for teaching and learning and, consequently, new evaluative practices, also emerge. The objective of this thesis is to examine the policies and practices for learning assessment in distancelearning post-graduation courses in the state of Bahia, Brazil. One of the key factors and, at the same time, most challenging in learning assessment is the definition of a theoretical model for evaluation and its implementation. The conceptual choice for the construction of this model was based on Habermas communicative action, as well as the learning assessment based on Lincoln &Gubas communicative negotiation and the distance learning interactive and communicational processes, with emphasis on online education. Following this theoretical contributions, the dialogue was identified as an essential strategy, which is oriented to understanding, consensus and collective agreements on policies and practices for learning assessment in distance learning. From this communicational perspective, the procedural feedback is a landmark to establish the participation and the intervention among the subjects of evaluation, enabling the creation and co-creation of learning situations aimed at self-regulation. The procedural feedback is a set of meaningful information on the performance of learners which is communicated, individually as well as collectively, aiming at further improvements during the learning process. The focus of this research is the following thesis: the procedural feedback among the subjects of evaluative action in distance-learning post-graduation courses is a fundamental axis of the learning assessment from the perspective of communicative negotiation for the construction of knowledge and for the process management. For this research, five distance-learning post-graduation courses of the National Service of Commercial Apprenticeship (SENAC / Bahia) were taken into consideration, totalling eleven classes. The research made use of a predominantly qualitative approach while using some quantitative techniques, involving educational managers, educators and learners. The results show that there is a predominance of features in the learning assessment which are connected to the detailed description of the goals achieved in relation to the planned (second generation) and value judgment as an essential element (third generation), in spite of the existence of some characteristics tending to communicative negotiation (fourth generation), such as the use of dialogue and technological tools based on interactive processes. The lack of feedback during the teaching and learning process was proven and could jeopardize the improvement of learning and its management process in the very course of action, besides discouraging the practice of self-evaluation and therefore the formative assessment.

ASSUNTO(S)

communicative negotiation distance learning meta-avaliação meta-evaluation feedback processual educação a distância feedback procedural assessment of learning educacao negociação comunicativa avaliação da aprendizagem

ACESSO AO ARTIGO

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