Tecnologias digitais nas práticas educativas durante a Pandemia de Covid 19
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Data
2022-02-04
Autores
Facco, Claudia Patricia Costa [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O início do ano 2020 pode ser considerado um ano atípico, especialmente para a Educação, pois diante da expansão do vírus Sars CoV 2 , conhecido como Covid 19, a nível mundial, restrições foram adotadas como forma de detenção do vírus por diversos países. Restrições sanitárias e mudanças de hábitos foram instauradas, famílias perderram seus entes queridos, pessoas tornaram-se mais sensíveis e solidárias, algumas empresas fizeram dinheiro, outras perderam e nesse contexto, o uso as tecnologias digitais tornaram-se mais evidentes e colaborou de maneira efetiva para aproximar as pessoas através da Internet. Essa situação colaborou efetivamente para a escolha do tema do presente trabalho. Durante esse período de lockdown, especificamente de março a dezembro de 2020, as tecnologias digitais se destacaram no processo educacional em que professores e alunos tiveram que migrar do ensino presencial para o ensino remoto emergencial, o que evidenciou a necessidade da oferta de cursos de capacitação profissional que atendesse às necessidades do professor para lidar com as tecnologias digitais. Desta forma, o objetivo da presente pesquisa é compreender o impacto da pandemia gerada pelo vírus Sars CoV-2 na prática educativa docente e analisar os procedimentos adotados para dar continuidade ao ensino; especificamente, pretendeu-se averiguar como os professores desenvolveram suas atividades no período de pandemia, detectar se houve a utilização das tecnologias digitais e investigar se os docentes possuíam capacitação para adotá-la em sua rotina de ensino. Optou-se por uma pesquisa de base qualitativa baseada na análise de dados, em quese adotou a aplicação de um questionário com catorze questões de múltipla escolha, elaboradona plataforma do Google Forms e viabilizado pelo Whats App ao público-alvo, professores do último ciclo do Ensino Fundamental I da rede municipal de ensino de um município do interior paulista. Durante o processo da pesquisa, a pandemia do coronavírus evidenciou que há muito a ser feito em âmbito pedagógico no que se refere a um ensino inovador e colaborativo com o uso das tecnologias digitais, porém pode-se destacar a necessidade de a gestão municipal ofertar cursos de capacitação à classe docente e disponibilizar adequada infraestrutura tecnológica nas instituições escolares. Destaca-se também que o presente trabalho permitiu verificar que o celular foi a ferramenta mais utilizada durante o ensino remoto emergencial para viabilizar a comunicação e acesso do aluno ao conteúdo e que os professores pretendem continuar utilizando os recursos tecnológicos digitais ao retornarem ao ensino presencial. Apesar da aceitação das ferramentas digitais na educação e do seu destaque durante o período de pandemia do coronavírus atenta se que sua utilização não significa a efetivação da aprendizagem, mas uma maneira de permitir ao professor um recurso a mais para tornar suas aulas mais dinâmicas, colaborativas e inovadoras.
The early year of 2020 can be considered an atypical year, especially for Education, because due to the worldwide spreading of the Sars CoV 2 virus, known as Covid 19, restrictions were adopted to stop the virus by several countries. Health restrictions and habit changes were introduced, families lost their beloved ones, people became more sensitive and solidary, some companies made profit, others were damaged, and in this context, the use of digital technologies became more evident and effectively collaborated to bring people together through the Internet. This situation effectively contributed to the choice of the theme of the present paper. During this lockdown period, specifically from March to December 2020, digital technologies stood out in the educational process in which teachers and students had to migrate from face-to-face teaching to emergency remote teaching, which highlighted the need to offer professional training courses that would meet the teacher's needs to deal with digital technologies. Thus, the purpose of this research is to understand the impact of the pandemic caused by the SARS CoV-2 virus on teachers' educational practice and analyze the procedures adopted to give continuity to teaching; specifically, we intended to find out how teachers developed their activities during the pandemic period, to detect whether there was the use of digital technologies, and to investigate whether teachers were trained to adopt them in their teaching routine. We opted for a qualitative research based on data analysis, which adopted the application of a questionnaire with fourteen multiple choice questions, prepared on the Google Forms platform and made possible by Whats App to the target audience, teachers of the last cycle of Elementary School I of the municipal school system of a city in the countryside of São Paulo. During the research process, the pandemic of the coronavirus showed that there is much to be done in the pedagogical field regarding an innovative and collaborative teaching with the use of digital technologies, but one can highlight the need for the municipal management to offer training courses for teachers and provide adequate technological infrastructure in schools. It is also noteworthy that the present study allowed us to verify that the cell phone was the tool most used during the emergency remote teaching to enable communication and student access to content, and that teachers intend to continue using digital technological resources when they return to face-to-face teaching. Despite the acceptance of digital tools in education and their prominence during the period of the coronavirus pandemic, it should be noted that their use does not mean the effectiveness of learning, but a way to allow the teacher an additional resource to make classes more dynamic, collaborative and innovative
The early year of 2020 can be considered an atypical year, especially for Education, because due to the worldwide spreading of the Sars CoV 2 virus, known as Covid 19, restrictions were adopted to stop the virus by several countries. Health restrictions and habit changes were introduced, families lost their beloved ones, people became more sensitive and solidary, some companies made profit, others were damaged, and in this context, the use of digital technologies became more evident and effectively collaborated to bring people together through the Internet. This situation effectively contributed to the choice of the theme of the present paper. During this lockdown period, specifically from March to December 2020, digital technologies stood out in the educational process in which teachers and students had to migrate from face-to-face teaching to emergency remote teaching, which highlighted the need to offer professional training courses that would meet the teacher's needs to deal with digital technologies. Thus, the purpose of this research is to understand the impact of the pandemic caused by the SARS CoV-2 virus on teachers' educational practice and analyze the procedures adopted to give continuity to teaching; specifically, we intended to find out how teachers developed their activities during the pandemic period, to detect whether there was the use of digital technologies, and to investigate whether teachers were trained to adopt them in their teaching routine. We opted for a qualitative research based on data analysis, which adopted the application of a questionnaire with fourteen multiple choice questions, prepared on the Google Forms platform and made possible by Whats App to the target audience, teachers of the last cycle of Elementary School I of the municipal school system of a city in the countryside of São Paulo. During the research process, the pandemic of the coronavirus showed that there is much to be done in the pedagogical field regarding an innovative and collaborative teaching with the use of digital technologies, but one can highlight the need for the municipal management to offer training courses for teachers and provide adequate technological infrastructure in schools. It is also noteworthy that the present study allowed us to verify that the cell phone was the tool most used during the emergency remote teaching to enable communication and student access to content, and that teachers intend to continue using digital technological resources when they return to face-to-face teaching. Despite the acceptance of digital tools in education and their prominence during the period of the coronavirus pandemic, it should be noted that their use does not mean the effectiveness of learning, but a way to allow the teacher an additional resource to make classes more dynamic, collaborative and innovative
Descrição
Palavras-chave
Prática Pedagógica, Tecnologia Digital, Pandemia, Educação, Ensino, Pedagogical practice, Digital technology, Pandemic, Education, Learning