OBJETO DE APRENDIZAGEM PARA O ENSINO DE HTML: UMA PERSPECTIVA DE APRENDIZAGEM COLABORATIVA E AVALIAÇÃO FORMATIVA

Abstract

This research aimed to collaborate with educational practices focused on Vocational and Technological Education (EFA), which seeks to promote an education of social transformation, providing an integral, omnilateral, polytechnic education, with intellectual mastery of technique, intellectual autonomy and ethics, with mastery of scientific and technological principles, evolution of socio-affective, cognitive and ethical skills. The general objective of this work was to analyze the use of a learning object (OA) to support Formative Assessment and Collaborative Learning and its implications for the learning of HTML (Hypertext Markup Language) of students of an Integrated Informatics Technical Course. High School, Federal Institute of Education, Science and Technology. The Formative Assessment process provides for the continuous monitoring of the teacher in student learning, gathering information to intervene in the teaching and learning process, thus having teacher / student and student / teacher feedback. And, Collaborative Learning allows interaction between students who share knowledge by adding student / student feedback. The type of research used in this work was the Field Research with qualitative approach. Data were collected in three ways: participant observation, during the classes in which OA was used; interview with the participating group and documentary research in the diary of classes and exercises solved after the use of the LO. Data analysis was made in light of the theoretical framework that underlies this study, which verified the characteristics related to Formative Assessment and Collaborative Learning developed in the students. The joint use of these two pedagogical approaches evidenced, on the part of the students, motivational gains, greater demand for the teacher's help as a resource for learning, improvement of social relations, co-responsibility of learning and an efficient communication channel. But it also allowed the teacher to monitor the teaching and learning process, which contributed to the focus on the activity, and to make early adjustments to the difficulties faced by students. In addition, the data demonstrated a gain in the summative assessment of underperforming students.