A educação a distância parte da exigência de uma nova concepção de ensino, e de docentes, até então desvelada sobre o manto da didática no espaço presencial da sala de aula. Novas posturas pedagógicas e metodológicas são exigidas para responder ao atual conjunto de conhecimentos exigidos pelas transformações do mundo contemporâneo. A EAD exige uma interlocução continuada mediante o diálogo efetivo entre alunos, docentes e tutores ou orientadores acadêmicos e traz consigo a possibilidade da adoção de um novo tempo escolar, com um maior respeito aos ritmos pessoais de cada estudante. Como mediador neste processo, o professor tutor assume papel relevante, atuando como intérprete do curso junto ao aluno, esclarecendo suas dúvidas, estimulando-o a prosseguir e ao mesmo tempo participando do processo de avaliação da aprendizagem.
This paper aims the debate of research results and pedagogical experiences that have been adding up along our teaching practice in different school levels, based on the assessment for learning mediated teaching. The main pedagogical experiences are demonstrated and discussed throughout the text language in dialogue, addressing educational quality assessment goals, pedagogical training, concepts or notes, evaluation in early childhood education, assessment tools and evaluation for children. The main authors who assisted in the inspiration of the debates that were processed through the text were Luckesi (1992), Penna Firme (1988), Raths (1948) and Tyler (1966). The main results of the survey are configured in order of importance, as follows: a) the evaluation is established on the basis of learning; b) learning formalizes education; c) and the teaching is established between evaluation and learning, strengthening of both interdependent linking process. Thus, the survey results have conditions to formalize level, educational inspiration which promotes education in the different school levels, starting with kindergarten and elementary school. It is known that there is no unanimity of opinion regarding the establishment of the period of the first three school years to achieve literacy. However, this measure could uncertain success due to two factors: working conditions inadequate and unprepared human resources.
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