CONCEPÇÕES DE FEEDBACK E SUA IMPORTÂNCIA COMO UMA METODOLOGIA POSITIVA DE APRENDIZAGEM

Abstract

The article now presented is linked to the Post Graduation Program lato sensu in Teacher Training and Educational Practices, of the Goiano Federal Institute – Advanced Campus of Ipameri. The proposal is to present a bibliographic review about the emphasis and the impact of the feedback as a teaching and learning methodology. To execute this objective it was decided for the qualitative and bibliographic research, summarising the conceptions of the authors as Butler (1988), Vrasidas and Mclsaac (1999) Suertegaray (2009) Daros and Prado (2015) e Seltzer (2020). The methodological approach clarifies the main conceptions about feedback, emphasising the teacher’s role and the student return during the process. This work allows that the reader reflects and analyses the importance of the use of the feedback as a tool of learning, above all of the present time in the pandemic, when the relationship teacher x student has experienced a redimensioning process. What used to be visual and physical came to be virtual and complex. The return, when is positive, provides to the school, for the teacher and for the student significant results which contribute for the planning and school perfomance.