Uma análise dos métodos de avaliação de aprendizagem na metodologia remoto emergencial no curso de licenciatura em informática IFPI - Campus Teresina Zona Sul

Abstract

Due to the Covid-19 Pandemic, there was a need for teachers to return to their teaching activities in remote methodology, so virtual spaces have become a fundamental way to give continuity to education. In this context of changes from the face-to-face environment to the remote format, challenges such as rethinking pedagogical and evaluative practices and repositioning the role of the teacher, now as a mediator, are shown as the main difficulties encountered by many teachers (RODRIGUES, 2020). This research is a qualitative and descriptive nature, and to define the strategies for the teaching of the bachelor's degree in computer science from the Federal Institute of Education, Science, and Technology of Piauí, Campus Teresina (the area south of the evaluation of learning that is mediated by Information and Communication Technologies (icts), in view of the role of Higher Education Institutions (HEIS) in the form of qualified professionals. And for this was carried out a data collection via Google forms, the results indicate the predominance of teachers in their first experience in this new methodology and that there is no consensus among teachers when the subject is satisfaction with the methodology remote emergency