EFEITO BORBOLETA EM UMA DISCIPLINA DE CÁLCULO I EM TEMPOS DE PANDEMIA: entre Ensino Remoto, Tecnologias Digitais e Avaliações.

Abstract

During the pandemic caused by the SARS-CoV 2 virus, an Emergency Remote Teaching regime was established, causing difficulties in adaptation for both teachers and students. In particular, the Assessment process proved to be challenging to carry out online and, considering this, we developed our research objective: “How do the pandemic, the Remote Teaching and the assessment practices carried out influenced the learning of Calculus I students?. Thus, we carried out our data production in a discipline of Differential and Integral Calculus I with students coming mostly from Engineering courses, and the assessment processes of the course were divided into three moments: Diagnostic Assessment, Formative Assessment and Summative Assessment. After that, the data produced (videos, conversations on Telegram, answers in questionnaires, etc.) were analyzed taking into account their historical-cultural context, the voices of the different subjects that emerged in a system also constituted by an object, artifacts, rules and a community that is divided to work in different ways. For this, we use the Activity Theory from Engëstrom (2001; 2015) and Souto (2013; 2014) and the theoretical construct of humans-with-media (BORBA, 1999; SOUTO, 2014; BORBA, VILLARREAL, 2005 ). From this, we were able to notice that allowing or not communication between individuals, evaluating in just one moment or throughout the semester, carrying out teaching in person or remotely, family commitments and/or difficulties, health issues and the relationship with colleagues are just some of the numerous factors that influence the students' learning process, causing a true Butterfly Effect.