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Avaliação da aprendizagem na educação a distância : algumas concepções e práticas avaliativas desenvolvidas no curso de licenciatura em pedagogia, modalidade EaD, da UFSCar
(Universidade Federal de São Carlos, 2013-03-06) Bianchi, Priscila Cristina Fiocco; Reyes, Cláudia Raimundo; https://lattes.cnpq.br/8767701419344955
The appearance of Distance Education (EaD) in the world scenery and also Brazilian is associated to the scientific and technological development and to the social need of providing education to the segments of the population not accordingly served by the traditional system of teaching. The most time, studying by this modality of Distance Teaching (EaD in Portuguese) is the only opportunity offered to young and adult workers. This way, this modality of education contributes to enlarge the scope of democratization of the education and it can also be consider as way of overcoming barriers of space and time. This new configuration space-time proposes and, above all, requires new postures, habilities and competences of AL involved in the process of teaching and learning, in particular, the way how the evaluation of learning is developedin the Distance Teaching (EaD). In this sense, the present work of search brings as a question: What are the implications for the student forming in the use of different tools and evaluative instruments foreseen in the model of Distance Education from UFSCar, using as clipping the course of Pedagogy, in the perspective of the teachers? We detach that this investigation was realized in a qualitative perspective of research, bein used as an instrument of data collection an on line questionnaire that was answered by eleven teachers in a period at about three weeks. The evaluation of learning in this modality is a theme that deserves attention, because it s an instrument of support to the process of building and rebuilding of the knowledge. Thus, understanding how the evaluative process is developed in Distance Education courses means to lean studies about the use of didactic tools and materials, evaluative instruments and a look at the conception of evaluation presented by the teachers. The results of this research showed that the teachers has been keeping a variety of evaluative instruments in their disciplines, having a balance between the individual and collective activities, although still prevail conventional forms of evaluation, as an example, syntheses, analysis and discussions in forums. Beside, the results reflect that the application of individual writing test is used more than another instrument. The didactic tools used by the teachers provide the student to get competences coherent with the Professional Profile To Be Graduated by the UFSCar. It´s offered to the students opportunities to exercise specific activities of the profession, to learn in an independent and continuous way. However, many aspects need to be reviewed and improved, in special aspects inherent work with multidisciplinary teams, to the action in a form inter/multi/transdisciplinary. For this investigation on, I intend to contribute for the evaluative processes became more dynamic and articulated, so that the evaluation is a process that direct the development and the success of the student. In this sense, we hope it´s possible to offer subsidies that can collaborate for a depth reflections about the elements that compose the process of teaching and learning (planning, evaluative instruments, teaching strategies, didactic materials, etc.).
Continuidades e mudanças na promoção dos interesses nacionais americanos no pós-guerra fria
(Universidade Federal de São Carlos, 2013-03-06) Contrera, Flávio; Villa, Marco Antonio; https://lattes.cnpq.br/8376542572229961
For over forty years the struggle against the spread of communism dominated the U.S. foreign policy agenda. However the end of the Cold War proved the limits of the containment strategy front the emergence of new and complex challenges. Without a vital security threat, the U.S. had great difficulty to define and promote their national interests. The Post-Cold War era has been marked by a dominance of smaller-scale threats, often transnational in scope, and was characterized, from the beginning, by lack of clarity of Americans with respect to their international objectives. At the end of the 1990s, some authors stated that the U.S. government would have given more emphasis in this context to the promotion of economic, ethnic and humanitarian interests, rather than potentially more vital threats to the survival of the country. These works, however, not delimited the concept of national interest and not identified this from the analysis of an official policy document. Keeping this in mind, we start from the perception that national interests are policies defined by policymakers together with the President to pursue certain goals abroad. As such, those composing, as required by law, the U.S. National Security Strategy. Thus, by analyzing the annual editions of this document, published between 1987 and 2000, the main objective of our work consisted to evaluate whether in the absence of a vital threat to U.S. security in the post-Cold War, it would have taken a redefinition of American national interest s agenda. In short, data showed that during the Clinton administration security interests had reduced their emphasis. The absence of a vital threat and the predominance of secondary threats resulted in a national interest s agenda more focused on "economic well-being and promotion of values" and less oriented to "defense of the nation and favorable world order". This decline of security as a priority issue was also accompanied by a trend of decreasing in U.S. military spending and also a substantial increase in spending on U.S. foreign economic assistance programs, which suggests, in fact, a redefinition of the country's priorities in the Post-Cold War context.