According to Corrêa and Ribeiro (2004), planning and evaluation in Distance Education - EAD appears from a new perspective, where space and time is characterized by the need for reflection and redirection of the entire process, assuming a character of redemocratization of the teaching.
Also according to the authors, planning as an articulator of actions in the teaching-learning process arises along with evaluation, which will problematize the actions developed by the subjects involved in the entire process, therefore some elements are necessary for the construction of an education via a distance modality, such as: the interaction of the subject with the knowledge, the importance of the pedagogical proposal, the access, the interaction channels, the type of innovation, the costs, the evaluation process and the process teaching-learning.
In this discussion, we take into account the elements mentioned above from the formation of a subject, as the axis of the process, that is, the interaction of the subject with knowledge takes place from a contextualized pedagogical proposal, which will guide our action of planning programs in EAD.
In the pedagogical proposal, it is interesting to define the references of our action for meaningful interventions to the target audience, that is, taking into account the reality of the subjects involved, we must be flexible in redefining our (ideal) frame of reference, and then diagnose (real) the context of the group, which will guide the development of the planning of a distance education program integrated.
Access to the means available in the distance education space must have as a principle the effective performance of the subject involved in the process of teaching-learning considering the technological resources used as a means of training for the construction of a subject's knowledge social, committed to the process, that is, protagonist of their own journey in search of learning, giving meaning to knowledge built.
According to Belloni (2001, p. 53)
‘Whatever definition we use (and there are), an essential element must be present in this analysis of the relationships between technology and education: the conviction that the use of a "technology" (in the sense of a technical artifact), in a teaching and learning situation, it must be accompanied by a reflection on "technology" (in the sense of the knowledge embedded in the artifact and its production context and use)'.
The interaction channels, contextualized means, will guide learning, problematizing knowledge, or rather, the subject will find meaning from the autonomy that will be built along the process.
According to Netto (2006, p. 67)
“The teacher must understand what distance education is, going beyond the name, the concept and realizing the essence of work mediated by technologies. It is necessary to be clear that behind the monitor and keyboard there is a human being and that there is the possibility of changing the perception of the world and expanding horizons”.
Innovation is a relevant factor in the elaboration of an ODL program, so the costs are considerable in the implementation of a plan for education to distance, in which technological resources and teaching materials emerge as mediators of the interaction necessary to build a community of learning.
The evaluation process must have as a principle a summative aspect, which must consider from the elaboration/execution/control of the entire process, the active participation of all involved and the structuring of a EAD program. The evaluation concept will guide its process, with regard to decision making based on the dimensions presented in the planning.
Therefore, we must consider the elements properly announced during the distance teaching-learning process, from a consistent planning, as a way of providing committed education, which give the subject meaning and autonomy in the construction of the knowledge.
Bibliographic references
[1] BELLONI, Maria Luiza. Distance Education. 2. ed. Campinas, SP: Associated Authors, 2001.
[2] CORRÊA, J.; RIBEIRO, V. M. B. Skills, planning and evaluation. In: SENAC. Rio de Janeiro: SENAC. Version 3.0. 2004.
[3] NETTO, Carla. Interactivity in virtual learning environments. In: I would, Elaine Turk. Face-to-face and virtual education: essential complementary spaces at school and in the company. Porto Alegre: EDIPUCRS, 2006.
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Per Rodiney Marcelo Braga dos Santos
Columnist Brazil School
Degree in Mathematics (UECE). Specialist in Distance Education (SENAC). Specialist in Systems Engineering (ESAB). Specialist in School Management (UECE). Microinformatics Technician (CEPEP). Professor in the area of Natural Sciences, Mathematics and Its Technologies.
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