Ensino Remoto Emergencial: as vivências de uma microrregião do interior paulista
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Data
2022-10-28
Autores
Tebaldi, Evelin Louise Pavan Ribeiro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente tese de doutorado teve por objeto de estudos o planejamento e a implementação do ensino remoto emergencial para o período de suspensão das atividades escolares presenciais no ano de 2020, em decorrência da pandemia da Covid-19, no âmbito das Secretarias e Departamentos Municipais de Educação dos municípios de uma microrregião do interior paulista. O objetivo da pesquisa foi compreender como esse momento foi planejado e implementado, segundo a realidade dos municípios da microrregião, identificando e analisando as estratégias pedagógicas, as dificuldades, as ações bem-sucedidas e as inovações que essa situação pode ter trazido a estes municípios. Para tanto, realizamos uma revisão bibliográfica sobre os ensinos presencial, a distância e remoto, além do tema integração das tecnologias à educação, uma pesquisa documental a respeito da legislação que possibilitou esse momento e uma pesquisa de campo aplicada por meio de entrevistas às equipes pedagógicas responsáveis pelo planejamento e implementação do ensino remoto nos municípios de uma microrregião do interior paulista. As revisões bibliográfica e documental auxiliaram na análise dos dados coletados na pesquisa de campo. A intenção com esta última foi a de fazer uma análise dos relatos apresentados pelos 11 entrevistados sobre essas vivências ao longo desse período a fim de responder nossos objetivos geral e específicos. Esse estudo se mostrou relevante pela necessidade de compreendermos as problemáticas que ocorreram na implementação do ensino remoto nesse período e de registrar a multiplicidade de ações vivenciadas nesse momento único, sem antecedentes e que originou a tomada urgente de medidas para assegurar o processo de escolarização emergencial das redes municipais de ensino. Essas vivências também devem ser observadas pelo seu potencial inovador na proposição de estratégias pedagógicas que possam vir a ser aproveitadas pós-pandemia, o que poderá possibilitar, se bem empregadas, melhoria na qualidade da educação.
This doctoral thesis aimed to study the planning and implementation of emergency remote teaching for the period of suspension of face-to-face school activities in 2020, due to the Covid-19 pandemic, within the scope of the Municipal Secretariats and Departments of Education of municipalities in a micro-region in the interior of São Paulo. The objective of the research was to understand how this moment was planned and implemented, according to the reality of the municipalities in the micro-region, identifying and analyzing the pedagogical strategies, difficulties, successful actions and innovations that this situation may have brought to these municipalities. To this end, we carried out a bibliographical review on face-to-face, distance and remote teaching, in addition to the theme of technology integration in education, a documentary research on the legislation that made this moment possible and a field research applied through interviews with the pedagogical teams. responsible for the planning and implementation of remote teaching in the municipalities of a micro-region in the interior of São Paulo. The bibliographical and documental reviews helped in the analysis of the data collected in the field research. The intention with the latter was to analyze the reports presented by the 11 interviewees about these experiences throughout this period in order to respond to our general and specific objectives. This study proved to be relevant due to the need to understand the problems that occurred in the implementation of remote teaching in this period and to record the multiplicity of actions experienced in this unique moment, without antecedents and which led to the urgent taking of measures to ensure the emergency schooling process of the municipal education networks. These experiences should also be observed for their innovative potential in proposing pedagogical strategies that may be used post-pandemic, which could enable, if well employed, improvement in the quality of education.
This doctoral thesis aimed to study the planning and implementation of emergency remote teaching for the period of suspension of face-to-face school activities in 2020, due to the Covid-19 pandemic, within the scope of the Municipal Secretariats and Departments of Education of municipalities in a micro-region in the interior of São Paulo. The objective of the research was to understand how this moment was planned and implemented, according to the reality of the municipalities in the micro-region, identifying and analyzing the pedagogical strategies, difficulties, successful actions and innovations that this situation may have brought to these municipalities. To this end, we carried out a bibliographical review on face-to-face, distance and remote teaching, in addition to the theme of technology integration in education, a documentary research on the legislation that made this moment possible and a field research applied through interviews with the pedagogical teams. responsible for the planning and implementation of remote teaching in the municipalities of a micro-region in the interior of São Paulo. The bibliographical and documental reviews helped in the analysis of the data collected in the field research. The intention with the latter was to analyze the reports presented by the 11 interviewees about these experiences throughout this period in order to respond to our general and specific objectives. This study proved to be relevant due to the need to understand the problems that occurred in the implementation of remote teaching in this period and to record the multiplicity of actions experienced in this unique moment, without antecedents and which led to the urgent taking of measures to ensure the emergency schooling process of the municipal education networks. These experiences should also be observed for their innovative potential in proposing pedagogical strategies that may be used post-pandemic, which could enable, if well employed, improvement in the quality of education.
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Palavras-chave
Política e gestão educacional, Ensino Remoto Emergencial, Educação à Distância, Ensino presencial, Estratégias pedagógicas, Tecnologia na educação, Educational policy and management, Emergency remote teaching, Distance learning, Face-to-face teaching, Pedagogical strategies, Technology in education