Tecnologias de informação e comunicação em cursos de pedagogia: diálogos entre os projetos político-pedagógicos e o ensino remoto emergencial
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Data
2022-08-30
Autores
Martínez, Dayra Émile Guedes
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A inserção de tecnologias de informação e comunicação no processo educativo assume diferentes facetas, entre elas a educação a distância e o ensino semipresencial, por vezes denominado de modalidade híbrida. Por conta da relevância na vida contemporânea, seja na atuação política, cultural, econômica ou na relação com o conhecimento, os saberes e ferramentas técnicas perpassam o processo de escolarização; isso é reconhecido nos parâmetros e diretrizes da educação brasileira e dos cursos de licenciatura. Por conta disso, a formação inicial deve abranger esses elementos. O objetivo deste trabalho é analisar como foi a dinâmica dos projetos político-pedagógicos de cursos de Licenciatura em Pedagogia durante a pandemia de COVID-19 quanto à integração de tecnologias na educação. Foram selecionadas universidades públicas paulistas, UNESP, UNICAMP e USP, em suas unidades que oferecem o curso. Enquanto pesquisa documental, as fontes dos dados foram os projetos político-pedagógicos, os eventuais documentos de adequação e alterações, as portarias e resoluções das universidades e seus portais sobre o ensino durante a pandemia. Verificou-se que os projetos atribuem diferentes níveis de importância e abordagens quanto às tecnologias na educação, mas todos os cursos contam com, pelo menos, uma disciplina obrigatória que se dedica a esse conteúdo. Com a interrupção das atividades presenciais de ensino, houve adaptações e transposições para o ambiente virtual – no que foi denominado de ensino remoto emergencial – e as atividades inexequíveis de maneira online foram postergadas. Apesar de apresentarem conteúdos relativos às tecnologias na educação, os projetos não foram suficientes para dar continuidade ao processo de ensino durante a crise sanitária, até porque não foram elaborados para tal circunstância atípica, e medidas institucionais de cada unidade e das universidades foram determinantes para a realização do ensino remoto. Ainda assim, os cursos não se afastaram por completo de seus projetos. Será interessante acompanhar as futuras ações institucionais advindas desse período de pandemia, sejam elas de aproximação e adaptação com as modalidades a distância e híbrida ou de distanciamento.
The insertion of information and communication technologies in the educational process assumes different facets, including distance education and blended learning, sometimes called hybrid education. Due to its relevance in contemporary life, whether in political, cultural, economic activity and in the relationship with knowledge, technical knowledge and tools permeate the schooling process; this is recognized by the parameters and guidelines of Brazilian education and teacher training. Because of this, initial training must cover these elements. The purpose of this work is to analyze the dynamics of the political-pedagogical projects of Pedagogy courses during the COVID-19 pandemic regarding the integration of technologies in education. Public universities in São Paulo and their units that offer the course were selected: UNESP, UNICAMP and USP. As documentary research, the sources of the data were the political-pedagogical projects, the eventual documents of adequation and changes, the legal documents of the universities and their portals on teaching during the pandemic. It was found that the projects attribute different levels of importance and approaches to technologies in education, but all courses have at least one compulsory subject dedicated to this content. With the interruption of face-to-face teaching activities, there were adaptations and transpositions to the virtual environment - in what was called emergency remote teaching - and activities that were not feasible online were postponed. Despite presenting content related to technologies in education, the projects were not sufficient to continue the teaching process during the health crisis, especially because the projects were not designed for such an atypical circumstance, and institutional measures of each unit and universities were decisive to promote remote teaching. Even so, the courses have not completely departed from their projects. It will be interesting to follow the future institutional actions arising from this pandemic period, whether they would move closer to and adapt distance and hybrid education formats or move away.
The insertion of information and communication technologies in the educational process assumes different facets, including distance education and blended learning, sometimes called hybrid education. Due to its relevance in contemporary life, whether in political, cultural, economic activity and in the relationship with knowledge, technical knowledge and tools permeate the schooling process; this is recognized by the parameters and guidelines of Brazilian education and teacher training. Because of this, initial training must cover these elements. The purpose of this work is to analyze the dynamics of the political-pedagogical projects of Pedagogy courses during the COVID-19 pandemic regarding the integration of technologies in education. Public universities in São Paulo and their units that offer the course were selected: UNESP, UNICAMP and USP. As documentary research, the sources of the data were the political-pedagogical projects, the eventual documents of adequation and changes, the legal documents of the universities and their portals on teaching during the pandemic. It was found that the projects attribute different levels of importance and approaches to technologies in education, but all courses have at least one compulsory subject dedicated to this content. With the interruption of face-to-face teaching activities, there were adaptations and transpositions to the virtual environment - in what was called emergency remote teaching - and activities that were not feasible online were postponed. Despite presenting content related to technologies in education, the projects were not sufficient to continue the teaching process during the health crisis, especially because the projects were not designed for such an atypical circumstance, and institutional measures of each unit and universities were decisive to promote remote teaching. Even so, the courses have not completely departed from their projects. It will be interesting to follow the future institutional actions arising from this pandemic period, whether they would move closer to and adapt distance and hybrid education formats or move away.
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Palavras-chave
educação e tecnologia, formação de professores, ensino remoto emergencial, projeto político-pedagógico, pandemia COVID-19, education and technology, teacher training, emergency remote teaching, political-pedagogical project, COVID-19 pandemic