THE STUDENT´S INTEGRATED TECHNICAL COURSES VOICE! PERCEPTIONS ABOUT REMOTE ACTIVITIES DURING THE COVID 19 PANDEMIC

Abstract

The aim of this study is to investigate the students' perceptions regarding access to Emergency Remote Education (ERE) during the Covid-19 pandemic. Students were from two integrated courses from a campus of IFSP. During the offer of the ERE, teachers proposed non-obligatory complementary activities (NOCAs) to the students. In addition, they sent digital questionnaires referring to NOCAs. Students’ responses were qualitatively explored with the Content Analysis technique, using NVivo® software. We identified three categories through the questionnaire exploration: (anti)conditions of studies in pandemic reality, (contra)conditions of teacher pedagogical support, and (re)production of school holes and school knowledge. We consider that in a moment of suspension of face-to-face activities, the NOCAs allowed the maintenance of school bonds with the students. However, this interaction requires evaluation to avoid a banking model of education.