Ensino em tempo de pandemia: uma análise da percepção dos professores de uma escola de anos iniciais do ensino fundamental
Carregando...
Arquivos
Data
2024-03-06
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pandemia Covid-19 levou a mudanças profundas na forma de organização social, com reflexos em diversas áreas como a economia, as relações de trabalho, educação, saúde, entre outros. Medidas sanitárias foram tomadas, não só no Brasil como no mundo, com objetivo de evitar a circulação de pessoas e consequentemente a disseminação do vírus, entre elas: a suspensão de aulas presenciais de caráter emergencial e a introdução do ensino remoto como forma de garantir a continuidade do ano letivo. A partir do cenário de aulas remotas e a necessidade imediata do uso das ferramentas tecnológicas, os professores se viram diante deste novo desafio e de novas demandas profissionais. Em face ao exposto, propus-me o desenvolvimento de uma pesquisa partindo das seguintes questões: como a pandemia COVID-19 afetou o cotidiano das aulas? Quais foram as medidas adotadas para o melhor andamento das atividades didáticas? A inserção das Tecnologias Digitais da Informação e Comunicação (TDIC) no ensino, historicamente traz consigo um debate acerca dos processos metodológicos e epistemológicos, entre eles: a premissa de que o uso das TDIC leva o aluno à uma aprendizagem ativa do aluno, e neste sentido, traz outra indagação: de que forma metodologias ativas aliadas ao uso das TDIC podem colaborar para o avanço do ensino? Isto posto, a pesquisa tem como objetivo analisar os processos didáticos/pedagógicos e as dificuldades enfrentadas no contexto do ensino remoto com uso das TDIC a partir das percepções dos professores de Ciclo-I do Ensino Fundamental de uma escola do interior paulista e dos referenciais sobre o Ensino Remoto Emergencial (ERE). Para tanto, apresento os principais referenciais teóricos sobre o uso das TDIC e metodologias ativas no pensamento pedagógico brasileiro buscando refletir a importância e possibilidades, assim como os fundamentos epistemológicos. Em relação aos aspectos metodológicos da pesquisa que, em vista dos objetivos da investigação, a opção foi pela pesquisa qualitativa com abordagem para o estudo de caso e pesquisa participante. Conforme apresentado no decorrer do trabalhado, parto do conceito de cotidiano escolar de Rockwell e Ezpeletta (2007) a partir das vivências dos sujeitos que vivem realidades concretas diferentes dentro de um mesmo contexto social. Apresento também os instrumentos utilizados, a saber: pesquisa bibliográfica, análise documental e entrevistas semiestruturadas. Os resultados indicam que os professores ao serem inseridos de forma apressada em uma nova realidade de ensino, sem formação e preparação, viabilizaram a inserção e avanço no uso das TDIC, porém com dificuldades de participação e interação. A necessidade da migração para o digital no período de pandemia deixa um legado de que a escola pode construir um caminho a partir de estudos e formação continuada para o uso de práticas de ensino com uso das TDIC em um ensino com processos dialéticos ligados à cultura digital e à aprendizagem ativa. A Teoria Histórico-Cultural aparece como alternativa para aprendizagem ativa, ou seja, para o desenvolvimento de competências cognitivas, pensamento teórico e apropriação do conhecimento historicamente acumulado.
The Covid-19 pandemic has led to profound changes in the way society is organized, impacting various areas such as the economy, work relationships, education, health, among others. Sanitary measures were taken not only in Brazil but worldwide, aiming to prevent the circulation of people and consequently the spread of the virus. These measures included the emergency suspension of in-person classes and the introduction of remote learning to ensure the continuity of the school year. Faced with the scenario of remote classes and the immediate need for the use of technological tools, teachers found themselves confronted with this new challenge and new professional demands. In light of the above, I proposed the development of research based on the following questions: How did the COVID-19 pandemic affect the daily routine of classes? What measures were adopted to ensure the smooth progress of didactic activities? The integration of Digital Information and Communication Technologies (DICT) into education historically brings with it a debate about methodological and epistemological processes, including the premise that the use of DICT leads the student to active learning, raising another question: how can active methodologies combined with the use of DICT contribute to the advancement of education? Thus, the research aims to analyze the didactic/pedagogical processes and the difficulties faced in the context of remote teaching using DICT from the perceptions of Cycle-I teachers in Elementary Education from a school in the countryside of São Paulo and references on Emergency Remote Teaching (ERT). To this end, I present the main theoretical references on the use of DICT and active methodologies in Brazilian pedagogical thinking, seeking to reflect on their importance, possibilities, and epistemological foundations. Regarding the methodological aspects of the research, given the objectives of the investigation, the option was qualitative research with a case study approach and participant observation. As presented throughout the work, I start from the concept of everyday school life by Rockwell and Ezpeletta (2007) based on the experiences of the subjects living different concrete realities within the same social context. I also present the instruments used, namely: literature review, document analysis, and semi-structured interviews. The results indicate that teachers, when hastily introduced into a new teaching reality without training and preparation, facilitated the integration and advancement in the use of DICT, but with difficulties in participation and interaction. The need for migration to the digital realm during the pandemic leaves a legacy that schools can build upon through studies and continuous training for the use of teaching practices with DICT in teaching processes dialectically linked to digital culture and active learning. The Historical-Cultural Theory appears as an alternative for active learning, that is, for the development of cognitive competencies, theoretical thinking, and the appropriation of historically accumulated knowledge.
The Covid-19 pandemic has led to profound changes in the way society is organized, impacting various areas such as the economy, work relationships, education, health, among others. Sanitary measures were taken not only in Brazil but worldwide, aiming to prevent the circulation of people and consequently the spread of the virus. These measures included the emergency suspension of in-person classes and the introduction of remote learning to ensure the continuity of the school year. Faced with the scenario of remote classes and the immediate need for the use of technological tools, teachers found themselves confronted with this new challenge and new professional demands. In light of the above, I proposed the development of research based on the following questions: How did the COVID-19 pandemic affect the daily routine of classes? What measures were adopted to ensure the smooth progress of didactic activities? The integration of Digital Information and Communication Technologies (DICT) into education historically brings with it a debate about methodological and epistemological processes, including the premise that the use of DICT leads the student to active learning, raising another question: how can active methodologies combined with the use of DICT contribute to the advancement of education? Thus, the research aims to analyze the didactic/pedagogical processes and the difficulties faced in the context of remote teaching using DICT from the perceptions of Cycle-I teachers in Elementary Education from a school in the countryside of São Paulo and references on Emergency Remote Teaching (ERT). To this end, I present the main theoretical references on the use of DICT and active methodologies in Brazilian pedagogical thinking, seeking to reflect on their importance, possibilities, and epistemological foundations. Regarding the methodological aspects of the research, given the objectives of the investigation, the option was qualitative research with a case study approach and participant observation. As presented throughout the work, I start from the concept of everyday school life by Rockwell and Ezpeletta (2007) based on the experiences of the subjects living different concrete realities within the same social context. I also present the instruments used, namely: literature review, document analysis, and semi-structured interviews. The results indicate that teachers, when hastily introduced into a new teaching reality without training and preparation, facilitated the integration and advancement in the use of DICT, but with difficulties in participation and interaction. The need for migration to the digital realm during the pandemic leaves a legacy that schools can build upon through studies and continuous training for the use of teaching practices with DICT in teaching processes dialectically linked to digital culture and active learning. The Historical-Cultural Theory appears as an alternative for active learning, that is, for the development of cognitive competencies, theoretical thinking, and the appropriation of historically accumulated knowledge.
Descrição
Palavras-chave
Ensino remoto emergencial, Tecnologias Digitais da Informação e Comunicação - TDIC, Metodologias ativas, Teoria histórico-cultural, Emergency remote teaching, Digital Information and Communication Technology - DICT, Active methodologies, Historical-cultural theory
Como citar
SANTOS, Fabio Borges dos. Ensino em tempo de pandemia: uma análise da percepção dos professores de uma escola de anos iniciais do ensino fundamental. 2024. 153f. Dissertação(Mestrado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.