Resumo

DAVID, Priscila Barros; FREIRE, Raquel Santiago  e  VENTURA, Paula Patrícia Barbosa. The dialogical profile as an evaluation criterion in online tutors training. Perspectiva [online]. 2014, vol.32, n.3, pp.1045-1072. ISSN 0102-5473.  https://doi.org/10.5007/2175-795X.2014v32n3p1045.

This paper analyzes the relationship between the willingness to dialogue and the utilization rate of tutors-teachers participants of a training course offered in an online professional development course. The research aimed to investigate the inclusion of Paulo Freire's dialog pillars as additional criteria in the course's evaluation learning system, allowing the performance of formative assessments. The study consisted of two general steps: the transformation of the pillars of the dialogue in evaluation criteria and their application in the assessment of student learning. The grouping of such criteria was named Dialogic Profile, which was organized based on Paulo Freire's theoretical framework and on empirical studies based on it, which analyze interactive processes in distance education courses. The study was conducted with 29 teachers-tutors and their tutor-trainer. The Dialogic Profile allowed the observation of the students' participation in all course activities, considering mainly the social relationships they developed. Results point to the alignment between the primacy for dialogical contexts and the satisfactory rate of tutors in professional development online courses.

Palavras-chave : Teachers Training; Learning Evaluation; Online Education.

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