<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432023000100261</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n69.p261-276</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO DA APRENDIZAGEM NO ENSINO A DISTÂNCIA ONLINE: PERSPECTIVAS TEÓRICO-METODOLÓGICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[LEARNING ASSESSMENT IN ONLINE DISTANCE EDUCATION: THEORETICAL-METHODOLOGICAL PERSPECTIVES]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN DEL APRENDIZAJE EN LA EDUCACIÓN A DISTANCIA EN LÍNEA: PERSPECTIVAS TEÓRICO-METODOLÓGICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santo]]></surname>
<given-names><![CDATA[Eniel do Espírito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Ariston de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Adilson Gomes dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>69</numero>
<fpage>261</fpage>
<lpage>276</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000100261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A modernidade líquida, agravada pelos cruéis impactos da pandemia de Covid-19, impôs enormes desafios à práxis educativa em todos os níveis de ensino, pois os professores foram arremessados para os ambientes virtuais de aprendizagem que requerem estratégias pedagógicas coerentes com o ciberespaço. No contexto do ensino a distância, a utilização reflexiva das interfaces e tecnologias digitais potencializam o processo da mediação pedagógica, resultando em novas maneiras de ensinar e aprender. Neste sentido, amiúde são realizados questionamentos relativos ao processo de avaliação da aprendizagem nos ambientes virtuais, tendo em vista que a mera transposição das estratégias utilizadas na modalidade presencial não apresenta resultados satisfatórios no ensino a distância. Neste estudo, temos como objetivo discutir os principais pressupostos teóricos relacionados com a avaliação da aprendizagem no contexto do ensino a distância, relacionando-os com a proposta metodológica de avaliação da aprendizagem recomendada pelo Modelo Pedagógico Virtual da Universidade Federal do Recôncavo da Bahia (UFRB). Constitui-se em uma pesquisa exploratória e descritiva, com abordagem qualitativa, operacionalizada por meio de um estudo de caso realizado na UFRB. Concluímos que a avaliação da aprendizagem no ensino a distância, realizada com o suporte das tecnologias digitais, pressupõe elevado nível de retroalimentação, visando ao engajamento dos estudantes em seu processo de autoaprendizagem e à reavaliação da práxis educativa docente. Ademais, requer a utilização de variado leque de instrumentos avaliativos, a fim de possibilitar a coleta de informações sobre o nível de aprendizagem alcançado pelo aluno e, sobretudo, do desenvolvimento das competências preconizadas pelo curso, ou componente curricular, bem como aquelas demandadas tanto pelo mundo do trabalho, como pela sociedade imersa no contexto da cultura digital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Liquid modernity, aggravated by the cruel impacts of the Covid-19 pandemic, has imposed tremendous challenges to educational praxes at all levels of education, because teachers were flung to virtual educational environments requiring pedagogical strategies coherent with cyberspace. In the distance education context, the reflexive use of interfaces and digital technologies potentializes the process of pedagogical mediation, resulting in novel ways of teaching and learning. In this respect, there are often questions related to the assessment process of learning in virtual environments, since the mere transposition of face-to-face strategies does not present satisfactory results for online teaching. In this study, our objective is to discuss the main theoretical premises related to the learning assessment in the distance education context, relating them to the methodological proposal of educational assessment recommended by the Virtual Pedagogical Model of Universidade Federal do Recôncavo da Bahia (UFRB). The study consists of exploratory and descriptive research, with a qualitative approach, operationalized through a case study carried out at UFRB. It was concluded that the assessment of the learning in distance education, performed with the support of digital technologies, entails a high level of feedback, with the aim of engaging the students in their self-learning process and reassessment of the teaching praxis. Furthermore, it requires the use of a wide range of assessment instruments, in order to enable the collection of information on the level of learning attained by the student and, above all, on the development of the skills preconized by the course, or curricular component, as well as those demanded by the professional world and by the society immersed in the context of digital culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La modernidad líquida, agravada por los crueles impactos de la pandemia Covid-19, ha impuesto tremendos desafíos a la praxis educativa en todos los niveles de enseñanza, puesto que los profesores fueron arrojados para los ambientes virtuales de aprendizaje que requieren estrategias pedagógicas coherentes con el ciberespacio. En el contexto de la educación a distancia, la utilización reflexiva de las interfaces y tecnologías digitales potencializan el proceso de la mediación pedagógica, resultando en nuevas maneras de enseñar y aprender. En este sentido, a menudo son realizados cuestionamientos relativos al proceso de evaluación del aprendizaje en los ambientes virtuales, dado que la simple transposición de las estrategias utilizadas en la modalidad presencial no presenta resultados satisfactorios en la enseñanza a distancia. En este estudio, tenemos como objetivo discutir los principales presupuestos teóricos relacionados con la evaluación del aprendizaje en el contexto de la educación a distancia, relacionándolos con la propuesta metodológica de evaluación del aprendizaje recomendada por el Modelo Pedagógico Virtual de la Universidade Federal do Recôncavo da Bahia (UFRB). Se constituye en una investigación exploratoria y descriptiva, con abordaje cualitativa, operacionalizada por medio de un estudio de caso realizado en la UFRB. Concluimos que la evaluación del aprendizaje en la enseñanza a distancia, realizada con el soporte de las tecnologías digitales, presupone elevado nivel de realimentación, visando un compromiso de los estudiantes en su proceso de autoaprendizaje y reevaluación de la praxis educativa docente. Además, requiere la utilización de variada gama de instrumentos evaluativos, a fines de posibilitar la recopilación de informaciones sobre el nivel de aprendizaje logrado por el alumno y, mayoritariamente, del desarrollo de las competencias preconizadas por el curso, o componente curricular, así como aquellas demandadas tanto por el mundo del trabajo como por la sociedad inmersa en el contexto de la cultura digital.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[learning assessment]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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