Indicadores de avaliação do Ensino Remoto Emergencial em uma escola pública brasileira durante a pandemia de Covid-19

Abstract

It is urgent to establish indicators for Emergency Remote Teaching (ERT), which may allow schools to evaluate and improve this new mode of teaching. Thus, the investigation proposed to develop and validate an instrument with indicators to institutionally evaluate the organization and offer the Emergency Remote Teaching (ERT) from different points of view of the school community in a public school in Brazil. The investigation implied the indicators elaboration, followed by focal groups that analyzed the indicators, suggesting some changes. The modified indicators were sent, in writing, to the people who were in charge of the investigation, which validated the adjustments. Initially, the indicators consisted of fifty-eightitems, with exclusions, inclusions, restructurings,and agglutinations, culminating in forty-twoitems as the final instrument. In addition to the product research, the process creation, especially because of the methodology used, it was constituted an important moment of reflection for all the researchers involved in the Emergency Remote Teaching (ERT) process.