Abstract:

The use of digital technologies (DT) in the learning context has been increasingly consolidated, especially with the new coronavirus pandemic (SARS-CoV-2), in which both teachers and students had to use and adapt to the use of the DT to give continuity to the educational actions. From this context, a demand was observed to plan and develop diversified assessments in the online format that contemplate the moment of suspension of face-to-face activities. In this sense, it is believed in the construction of a pedagogical architecture (PA) as a possibility to develop the planning of a discipline through its organizational, methodological, technological and content aspects together with the pedagogical strategies developed for this context. In order to enable the continuous development of student learning, a discipline was planned in the format of emergency remote teaching (ERT). From this proposal the students built a digital portfolio. This article aims to analyze the construction of a digital portfolio carried out by undergraduate students in undergraduate courses at a Brazilian public university, through the proposed PA. As a methodology, the study is characterized as an applied experimental study with a qualitative approach. For this purpose, a digital portfolio was used as an instrument for the evaluation of students, based on the proposals of activities performed during the course. As for the analysis of the impact of this activity for the students, an open semi-structured online questionnaire. As a result, the students pointed out that the digital portfolio activity enabled interaction and continuous communication between the peers, teachers and tutors, even under the ERT context. It is noteworthy that the use of this resource is considered a formative assessment strategy, in which it can promote the teaching and meaningful learning of the student, since it is directly related to their interests and their context. Therefore, this evaluation proposal through a portfolio made it possible to approach the demands of each student involved, in a personalized way, taking into account the emergency remote teaching.

Keywords:

Pedagogical practice, digital portfolio, emergency remote teaching, digital technologies, pedagogical architecture.