Construção de oficina sobre metodologias ativas: experiência de ensino remoto em curso de técnico de enfermagem na pandemia
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Data
2022-05-04
Autores
Bello, Marielle Poyo
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Universidade Estadual Paulista (Unesp)
Resumo
A formação do técnico em enfermagem (TE) deve ser empreendida como um processo ativo de troca e apreensão de conhecimento devido à sua finalidade como prática de fazeres na assistência à saúde das pessoas. O conteúdo curricular do curso deve ser articulado com os objetivos a serem alcançados, a metodologia de ensino e a avaliação dos professores e alunos sobre o processo de ensino e aprendizagem. As metodologias ativas possibilitam essa articulação no modo presencial dos cursos em todos os níveis de ensino. Porém, no contexto da pandemia da COVID-19 iniciada em dezembro de 2019, as instituições de ensino no país e no mundo adaptaram-se para atender as recomendações sanitárias de distanciamento e isolamento social impostas pela alta transmissibilidade do vírus. O ensino remoto foi uma modalidade utilizada por muitas escolas e universidades no mundo todo, como forma de manter a continuidade dos cursos. Diante desse cenário e das dificuldades tecnológicas identificadas para essa consecução, como o acesso à internet, equipamentos eletrônicos e ferramentas digitais, docentes e discentes de um Curso de Técnico de Enfermagem oferecido por uma instituição de ensino privada adaptaram os recursos existentes para o ensino remoto. Para tal, remodelou-se o plano curricular e os conteúdos programáticos requeridos do citado curso em março de 2022. Objetivos: Compreender a experiência de docentes e discentes que vivenciaram o ensino remoto em um curso de TE; evidenciar o uso de metodologias ativas no ano de 2020 no contexto da pandemia da COVID-19; construir uma oficina pedagógica a partir da compreensão da experiência Métodos: Trata-se de um estudo exploratório, qualitativo, realizado em uma instituição privada de ensino profissional localizada em uma cidade do interior paulista julho de 2020 a maio de 2022. Aprovado pelo comitê de ética com Parecer Consubstanciado nº 4.159, em 17 de julho de 2020. As pesquisadoras convidaram os participantes de acordo com os critérios de inclusão, os docentes deveriam estar ministrando aulas remotas e os discentes matriculados regularmente no curso, utilizou-se um roteiro semiestruturado; as entrevistas foram áudio-gravadas, individuais, pela funcionalidade do Google Meet em sala privativa e/ou por recurso de chamada de vídeo por aparelho celular; com agendamento prévio e sem interferir nas atividades didáticas. O instrumento de coleta possuía três partes: dados sociodemográficos; caracterização do ensino remoto; pergunta norteadora da entrevista. Os dados coletados das primeira e segunda partes foram descritos e caracterizados em frequências absolutas e relativas de acordo com as variáveis. Os dados da terceira parte foram analisados de acordo com o referencial metodológico de Análise de Conteúdo de Laurence Bardin. O produto foi construído a partir das evidências do estudo qualitativo e denominado “Oficina de capacitação para docentes sobre metodologias ativas” e estruturado com os seguintes itens: data e horário da realização; local; roteiro sequencial das atividades; materiais utilizados e o tempo de duração; com cinco dias de duração e inclusos a apresentação e acolhimento aos participantes; um questionário para ser aplicado pré-realização da oficina; quatro dias para o desenvolvimento das metodologias ativas para conhecimento e prática; e no último dia a avaliação da oficina pelos participantes. Resultados: Foram entrevistados nove docentes e 13 discentes, e após a análise de conteúdo das entrevistas, foram denominados cinco temas: 1- Pandemia como um novo cenário desafiador para o processo de ensino-aprendizagem; 2- O (des) conhecimento sobre metodologias ativas; 3- Potencialidades e adesão do discente ao processo ensino aprendizagem remoto; 4- Manutenção e valorização pelos discentes: do vínculo institucional com os docentes, das unidades curriculares do curso profissionalizante; 5- Enfrentamento e adaptação no ensino remoto. O produto configurou-se no formato de uma oficina para docentes e discentes, para ser utilizado em ações educativas de acordo com a identificação do desconhecimento sobre metodologias ativas identificado na análise qualitativa. Discussão: O contexto pandêmico trouxe para docentes e discentes uma nova adaptação em relação ao ensino aprendizagem. Na área da saúde foi necessário incorporar novas práticas com uso de tecnologias e associar com as metodologias ativas a fim de superar esse período pandêmico. Em relação ao uso de metodologia ativa no ensino remoto durante a pandemia voltada para o curso técnico de enfermagem foram observadas dificuldades como: desconhecimento e falta de preparo para a utilização de plataformas digitais disponíveis; falta de conhecimento em relação ao uso das tecnologias, ferramentas e prejuízos em relação a conectividade e acesso à internet de qualidade. O produto elaborado pode contribuir assertivamente para o aprendizado e capacitação de docentes e discentes do referido curso mesmo após a pandemia. Considerações finais: As experiências vivenciadas pelos participantes do estudo foram analisadas como uma estratégia de ensino remoto em meio a um ambiente de medo, dúvidas e dificuldades na pandemia. Diante disso identificou-se que poucos conheciam o que realmente é uma metodologia ativa e foi desafiador diante dessa evidência construir um produto que pudesse atender à necessidade de aprimorar esse conhecimento. A oficina é um recurso didático eficaz para a promoção das metodologias e métodos inovadores de ensino aprendizagem e pode ser aplicada em outros cenários de instituições, privadas ou públicas, permite formar multiplicadores dessa estratégia. Descritores: Materiais de ensino; Tele-educação; Educação em enfermagem; Infecções por coronavírus.
The training of nursing technicians (NT) should be undertaken as an active process of exchanging and apprehending knowledge due to its purpose as a practice of doings in people's health care. The curriculum content of the course must be articulated with the objectives to be achieved, the teaching methodology and the evaluation of teachers and students about the teaching and learning process. Active methodologies enable this articulation in the face-to-face mode of courses at all levels of education. However, in the context of the COVID-19 pandemic that began in December 2019, educational institutions in the country and around the world adapted to meet the health recommendations of distancing and social isolation imposed by the high transmissibility of the virus. Remote teaching was a modality used by many schools and universities around the world, as a way to maintain the continuity of courses. Given this scenario and the technological difficulties identified for this achievement, such as access to the internet, electronic equipment and digital tools, teachers and students of a Nursing Technician Course offered by a private educational institution adapted existing resources for remote teaching. To this end, the curriculum plan and required syllabus of the aforementioned course were remodeled in March 2022. Objectives: Understand the experience of teachers and students who have experienced remote teaching in an ET course; highlight the use of active methodologies in 2020 in the context of the COVID-19 pandemic; build a pedagogical workshop based on the understanding of the experience. Methods: This is an exploratory, qualitative study carried out in a private professional education institution located in a city in the interior of São Paulo, from July 2020 to May 2022. Approved by the ethics committee with Consubstantiated Opinion No. 4,159, on July 17 2020. The researchers invited the participants according to the inclusion criteria, the professors should be teaching remote classes and the students regularly enrolled in the course, a semi-structured script was used; the interviews were audio-recorded, individually, using the Google Meet functionality in a private room and/or using a cell phone video call feature; with prior appointment and without interfering in the didactic activities. The collection instrument had three parts: sociodemographic data; characterization of remote teaching; guiding question of the interview. The data collected from the first and second parts were described and characterized in absolute and relative frequencies according to the variables. Data from the third part were analyzed according to the methodological framework of Content Analysis by Laurence Bardin. The product was built from the evidence of the qualitative study and called “Training workshop for teachers on active methodologies” and structured with the following items: date and time of completion; place; sequential route of activities; materials used and duration; lasting five days and including the presentation and welcome to the participants; a questionnaire to be applied before the workshop; four days for the development of active methodologies for knowledge and practice; and on the last day the evaluation of the workshop by the participants. Results: Nine professors and 13 students were interviewed, and after analyzing the content of the interviews, five themes were named: 1- Pandemic as a new challenging scenario for the teaching-learning process; 2- The (lack of) knowledge about active methodologies; 3- Potential and student adherence to the remote teaching-learning process; 4- Maintenance and appreciation by the students: of the institutional bond with the professors, of the curricular units of the professional course; 5- Coping and adaptation in remote teaching. The product was configured in the format of a workshop for teachers and students, to be used in educational actions according to the identification of the lack of knowledge about active methodologies identified in the qualitative analysis. Discussion: The pandemic context brought teachers and students a new adaptation in relation to teaching and learning. In the health area, it was necessary to incorporate new practices with the use of technologies and associate them with active methodologies in order to overcome this pandemic period. Regarding the use of active methodology in remote teaching during the pandemic aimed at the technical nursing course, difficulties were observed such as: lack of knowledge and lack of preparation for the use of available digital platforms; lack of knowledge regarding the use of technologies, tools and losses in relation to connectivity and quality internet access. The elaborated product can assertively contribute to the learning and training of teachers and students of the said course even after the pandemic. Final considerations: The experiences lived by the study participants were analyzed as a remote teaching strategy in the midst of an environment of fear, doubts and difficulties in the pandemic. In view of this, it was identified that few knew what an active methodology really is and it was challenging in the face of this evidence to build a product that could meet the need to improve this knowledge. The workshop is an effective didactic resource for the promotion of innovative teaching-learning methodologies and methods and can be applied in other scenarios of institutions, private or public, allowing the formation of multipliers of this strategy. Descriptors: Teaching materials; Tele-education; Nursing education; Coronavirus infections.
The training of nursing technicians (NT) should be undertaken as an active process of exchanging and apprehending knowledge due to its purpose as a practice of doings in people's health care. The curriculum content of the course must be articulated with the objectives to be achieved, the teaching methodology and the evaluation of teachers and students about the teaching and learning process. Active methodologies enable this articulation in the face-to-face mode of courses at all levels of education. However, in the context of the COVID-19 pandemic that began in December 2019, educational institutions in the country and around the world adapted to meet the health recommendations of distancing and social isolation imposed by the high transmissibility of the virus. Remote teaching was a modality used by many schools and universities around the world, as a way to maintain the continuity of courses. Given this scenario and the technological difficulties identified for this achievement, such as access to the internet, electronic equipment and digital tools, teachers and students of a Nursing Technician Course offered by a private educational institution adapted existing resources for remote teaching. To this end, the curriculum plan and required syllabus of the aforementioned course were remodeled in March 2022. Objectives: Understand the experience of teachers and students who have experienced remote teaching in an ET course; highlight the use of active methodologies in 2020 in the context of the COVID-19 pandemic; build a pedagogical workshop based on the understanding of the experience. Methods: This is an exploratory, qualitative study carried out in a private professional education institution located in a city in the interior of São Paulo, from July 2020 to May 2022. Approved by the ethics committee with Consubstantiated Opinion No. 4,159, on July 17 2020. The researchers invited the participants according to the inclusion criteria, the professors should be teaching remote classes and the students regularly enrolled in the course, a semi-structured script was used; the interviews were audio-recorded, individually, using the Google Meet functionality in a private room and/or using a cell phone video call feature; with prior appointment and without interfering in the didactic activities. The collection instrument had three parts: sociodemographic data; characterization of remote teaching; guiding question of the interview. The data collected from the first and second parts were described and characterized in absolute and relative frequencies according to the variables. Data from the third part were analyzed according to the methodological framework of Content Analysis by Laurence Bardin. The product was built from the evidence of the qualitative study and called “Training workshop for teachers on active methodologies” and structured with the following items: date and time of completion; place; sequential route of activities; materials used and duration; lasting five days and including the presentation and welcome to the participants; a questionnaire to be applied before the workshop; four days for the development of active methodologies for knowledge and practice; and on the last day the evaluation of the workshop by the participants. Results: Nine professors and 13 students were interviewed, and after analyzing the content of the interviews, five themes were named: 1- Pandemic as a new challenging scenario for the teaching-learning process; 2- The (lack of) knowledge about active methodologies; 3- Potential and student adherence to the remote teaching-learning process; 4- Maintenance and appreciation by the students: of the institutional bond with the professors, of the curricular units of the professional course; 5- Coping and adaptation in remote teaching. The product was configured in the format of a workshop for teachers and students, to be used in educational actions according to the identification of the lack of knowledge about active methodologies identified in the qualitative analysis. Discussion: The pandemic context brought teachers and students a new adaptation in relation to teaching and learning. In the health area, it was necessary to incorporate new practices with the use of technologies and associate them with active methodologies in order to overcome this pandemic period. Regarding the use of active methodology in remote teaching during the pandemic aimed at the technical nursing course, difficulties were observed such as: lack of knowledge and lack of preparation for the use of available digital platforms; lack of knowledge regarding the use of technologies, tools and losses in relation to connectivity and quality internet access. The elaborated product can assertively contribute to the learning and training of teachers and students of the said course even after the pandemic. Final considerations: The experiences lived by the study participants were analyzed as a remote teaching strategy in the midst of an environment of fear, doubts and difficulties in the pandemic. In view of this, it was identified that few knew what an active methodology really is and it was challenging in the face of this evidence to build a product that could meet the need to improve this knowledge. The workshop is an effective didactic resource for the promotion of innovative teaching-learning methodologies and methods and can be applied in other scenarios of institutions, private or public, allowing the formation of multipliers of this strategy. Descriptors: Teaching materials; Tele-education; Nursing education; Coronavirus infections.
Descrição
Palavras-chave
Material didático, Tele-educação, Educação em enfermagem, Infecções por coronavírus, Courseware, Tele-education, Nursing education, Coronavirus infections, Material didáctico, Tele-educación, Educacion en enfermeria, Infecciones por coronavirus