School evaluation in times of pandemic: possibilities and inconsistencies

Abstract

This work aims to verify how Portuguese language teachers are carrying out the evaluation process of their students, in this scenario of remote classes, caused as a result of the COVID-19 pandemic. The research is qualitative, whose main data collection instrument was the questionnaire prepared by the researchers. The corpus of the research is composed by the answer to a questionnaire composed by thirteen questions that are divided in objective and subjective, applied to three teachers, of Portuguese Language, who work in the public system of basic education, in the city of Bom Conselho – Pernambuco. The theoretical contributions used were Bortoni-Ricardo (2008), Sant'anna (2014), Sordi and Ludke (2009), Luckesi (2005), among others. From the data analysis, we observed that the three teachers who participated in the research were concerned about how to evaluate their students so that they would not harm them. We observe, therefore, that even in the face of all the challenges faced by teachers and students, the teachers were satisfied in relation to their way of acting and student achievement, aware that the assessment takes place through a continuous process, not just as a way to measure the knowledge of others.