SENSES ABOUT LEARNING AND ASSESSING IN EMERGENCY REMOTE TEACHING

Abstract

This paper presents reflections on the meanings of learning and evaluating that were built by students of several degree courses in the context of emergency remote teaching, in the discipline of Learning Assessment at the Federal University of Pernambuco in 2021. For this study, we chose to develop a thematic-categorical data analysis of Bardin. The results suggest that students built new meanings about emergency remote teaching, based on fruitful learning experiences associated with empathic and horizontal teaching practices and based on technical and theoretical knowledge about teaching through technologies. Data analysis indicated that it is important for students to be open to new experiences, sharing their impressions and truly taking responsibility for their learning process. From the development of the discipline of Learning Assessment, students were also able to expand their ways of thinking about assessment, establishing relationships with political, human, pedagogical and technical dimensions.