Autoetnografia de uma professora de Biologia em tempos de coronavírus: tensões e emoções na prática escolar
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Data
2022-03-09
Autores
Mortinho, Elda de Aguiar Gama
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pandemia ocasionada pelo novo coronavírus mudou nosso estilo de vida, para exercermos o isolamento social. A escola, espaço interacional, foi fechada, como os demais espaços públicos. A ideia de estudar em uma escola de ensino integral nos remete a uma expectativa de período ampliado de interação e construção de experiências em ambiente de ensino, onde o aluno tem possibilidade de vivenciar sua formação em diferentes âmbitos: cognitivo, físico, emocional, cultural, social relacionados à formação humana plena. Mas agora com a pandemia? Diante do exposto, elegi como pergunta de pesquisa norteadora do processo de construção científica, a seguinte indagação: mediante a aplicação do componente curricular do Programa Ensino Integral (PEI), como os alunos estão sendo formados de maneira integral, em período pandêmico, via sistema remoto de ensino emergencial (ERE)? A partir dessa questão o objetivo geral desta pesquisa visa construir uma (auto)etnografia, realizada em tempos de pandemia, sobre a ação docente no ensino médio de uma escola pública paulista de ensino integral. Especificamente, interessou-me reconhecer os desafios e possibilidades de práticas pedagógicas voltadas para o Ensino Remoto Emergencial em Biologia, para identificar ferramentas e plataformas tecnológicas, de acesso livre, possíveis para utilização no ensino de Biologia, em especial para processos formativos em tempos de Ensino Remoto Emergencial, bem como caracterizar algumas práticas pedagógicas desenvolvidas pela pesquisadora no ensino de Biologia durante o Ensino Remoto Emergencial, em especial, as potencialidades do uso de algumas ferramentas e plataformas tecnológicas. Teórico-metodologicamente, parte da produção de dados de maneira qualitativa, via estudo autoetnográfico, de minha prática docente nas aulas remotas de Biologia com alunos da 1.a e 3.a série do ensino médio do PEI, ministradas durante o isolamento social. Para a análise qualitativa e interpretativa dos dados, baseei-me na subjetividade da experiência autoetnográfica e em alguns pressupostos da psicologia junguiana para o entendimento de formação integral. Resultados obtidos evidenciaram as frustrações e anseios gerados pelo novo formato de aprendizagens distanciadas, são eles: i) a falta de acesso às aulas remotas promovidos pelas desigualdades sociais, como ausência de equipamentos tecnológicos e sinal de internet; ii) o uso das ferramentas digitais podem contribuir para dinamizar, contextualizar e envolver os estudantes em práticas educativas, em que podem participar do começo ao fim de seu processo de aprendizagem; iii) as plataformas digitais podem ser utilizadas nas aulas remotas e também nas aulas presenciais de forma a diversificar os conteúdos desenvolvidos. Levando-se em consideração esses apontamentos, as tecnologias digitais atreladas ao ensino de Biologia, no período do ERE, mostraram que contribuem para as experiências educacionais escolares integrais de forma criativa e contextualizada, mesmo durante o período de isolamento social, porém a desigualdades sociais restringem o acesso para todos.
A pandemic caused by the new coronavirus, forced us to change our lifestyle, to exercise social isolation. School, a space of pulsating iterations, was closed, as well as other public spaces. The idea of studying in a full school brings us to an expectation of an extended period of interaction and construction of experiences in a teaching environment, where the student has the possibility to experience his formation in different areas: cognitive, physical, emotional, cultural, social, related to the full human formation. But what now with the pandemic? Given the above, I have chosen the following question as the guiding research question of the scientific construction process: Through the application of the curricular component of the Programa Ensino Integral (PEI), how are students being trained in a comprehensive way, during the pandemic period, through the ensino remoto emergencial (ERE)? From this question the general objective of this research aims to build an (auto)ethnography, conducted in pandemic times, about the teaching action in high school in a public high school of São Paulo of integral education. Specifically, I was interested in recognizing the challenges and possibilities of pedagogical practices focused on the Emergency Remote Teaching in Biology, to identify tools and technological platforms, of free access, possible to use in Biology teaching, especially for formative processes in times of Emergency Remote Teaching, as well as to characterize some pedagogical practices developed by the researcher in Biology teaching during the Emergency Remote Teaching, in particular, the potential of the use of some tools and technological platforms. Theoretically and methodologically, I started from the production of data in a qualitative way, via autoethnographic study, of my teaching practice in Biology remote classes with students from the 1st and 3rd grades of PEI high school, taught during the social isolation. For the qualitative and interpretative analysis of the data, I based myself on the subjectivity of the autoethnographic experience and on some assumptions of Jungian psychology for the understanding of integral formation. The results showed the frustrations and anxieties generated by the new format of distant learning, such as: i) the lack of access to remote classes promoted by social inequalities, such as the absence of technological equipment and internet signal; ii) the use of digital tools can contribute to make dynamic, contextualize and involve students in educational practices, in which they can participate from the beginning to the end of their learning process; iii) digital platforms can be used in remote classes and also in face-to-face classes in order to diversify the developed contents. Taking these points into consideration, the digital technologies linked to the teaching of Biology, in the period of the ERE, showed that they contribute to the whole school educational experiences in a creative and contextualized way, even during the period of social isolation, but social inequalities restrict access for all.
A pandemic caused by the new coronavirus, forced us to change our lifestyle, to exercise social isolation. School, a space of pulsating iterations, was closed, as well as other public spaces. The idea of studying in a full school brings us to an expectation of an extended period of interaction and construction of experiences in a teaching environment, where the student has the possibility to experience his formation in different areas: cognitive, physical, emotional, cultural, social, related to the full human formation. But what now with the pandemic? Given the above, I have chosen the following question as the guiding research question of the scientific construction process: Through the application of the curricular component of the Programa Ensino Integral (PEI), how are students being trained in a comprehensive way, during the pandemic period, through the ensino remoto emergencial (ERE)? From this question the general objective of this research aims to build an (auto)ethnography, conducted in pandemic times, about the teaching action in high school in a public high school of São Paulo of integral education. Specifically, I was interested in recognizing the challenges and possibilities of pedagogical practices focused on the Emergency Remote Teaching in Biology, to identify tools and technological platforms, of free access, possible to use in Biology teaching, especially for formative processes in times of Emergency Remote Teaching, as well as to characterize some pedagogical practices developed by the researcher in Biology teaching during the Emergency Remote Teaching, in particular, the potential of the use of some tools and technological platforms. Theoretically and methodologically, I started from the production of data in a qualitative way, via autoethnographic study, of my teaching practice in Biology remote classes with students from the 1st and 3rd grades of PEI high school, taught during the social isolation. For the qualitative and interpretative analysis of the data, I based myself on the subjectivity of the autoethnographic experience and on some assumptions of Jungian psychology for the understanding of integral formation. The results showed the frustrations and anxieties generated by the new format of distant learning, such as: i) the lack of access to remote classes promoted by social inequalities, such as the absence of technological equipment and internet signal; ii) the use of digital tools can contribute to make dynamic, contextualize and involve students in educational practices, in which they can participate from the beginning to the end of their learning process; iii) digital platforms can be used in remote classes and also in face-to-face classes in order to diversify the developed contents. Taking these points into consideration, the digital technologies linked to the teaching of Biology, in the period of the ERE, showed that they contribute to the whole school educational experiences in a creative and contextualized way, even during the period of social isolation, but social inequalities restrict access for all.
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Palavras-chave
Antropologia e educação, Autoetnografia virtual, Anthropology & Education, Virtual auto-ethnography, Educação integral, Ensino integral, Isolamento social, Ferramentas digitais, Integral education, Integral teaching, Social isolation, Digital tools