Ensino remoto emergencial (ERE) na educação superior: aprendizagens desterritorializadas
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Data
2022
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Edições Universitárias Lusófonas
Resumo
O cenário atual de pandemia, que afetou todo o mundo, desde o início de 2020, teve importantes e significativos impactos em todas as áreas da sociedade, com particular destaque, na educação. É sobre alguns desses impactos que refletiremos no presente texto. O estudo que se propõe tem por objetivo refletir sobre os efeitos da pandemia na educação superior, com especificidade no Brasil e como questão de pesquisa “quais as opiniões dos estudantes de um curso de Pedagogia sobre o ensino remoto emergencial”? Faremos algumas reflexões a partir de literatura publicada em 2020-2021 e completaremos essa reflexão a partir de dados empíricos coletados por questionário aplicado a estudantes de um curso de Pedagogia de uma IES particular. A incerteza, perplexidade, volatilidade, complexidade e ambiguidade fazem parte integrante do cotidiano de estudantes, suas famílias e dos professores e gestores. O virtual tornou-se a única realidade perante a qual é necessário fazer escolhas e tomar decisões. A necessidade de adaptações nos sistemas de ensino com o recurso às novas tecnologias teve como efeito a adoção de um caminho simples, ou seja, pela mera utilização das tecnologias, não se sabendo ainda quais os efeitos na aprendizagem/formação dos estudantes. Este caminho, que consiste na mera substituição de aulas presenciais por aulas online, não garante, a priori, a qualidade de ensino. Como não se conhecem dados empíricos que permitam refletir sobre os efeitos nos estudantes da substituição das aulas presenciais por aulas online, pretendemos saber, a partir dos dados coletados, quais os impactos negativos e positivos, das alterações em curso. Palavras chave: COVID 19; ensino remoto emergencial; educação superior; impactos.
The current pandemic scenario, which has affected the entire world since the beginning of 2020, has had important and significant impacts in all areas of society, with particular emphasis on education. It is about some of these impacts that we will reflect in this text. The proposed study aims to reflect on the effects of the pandemic on higher education, with specificity in Brazil and as a research question: “what are the opinions of students of a Pedagogy course on emergency remote teaching”? We will make some reflections based on the literature published in 2020-2021 and we will complete this reflection based on empirical data collected through a questionnaire applied to students of a Pedagogy course at a particular HEI. Uncertainty, perplexity, volatility, complexity and ambiguity are an integral part of the daily lives of students, their families and teachers and administrators. The virtual has become the only reality in which choices and decisions have to be made. The need for adaptations in education systems with the use of new technologies had the effect of adopting a simple path, that is, by the mere use of technologies, the effects on student learning/training are not yet known. This path, which consists of the mere replacement of in-person classes with online classes, does not guarantee, a priori, the quality of teaching. As there is no known empirical data that allow us to reflect on the effects on students of replacing face-to-face classes with online classes, we intend to know, from the data collected, what are the negative and positive impacts of the on going changes.
The current pandemic scenario, which has affected the entire world since the beginning of 2020, has had important and significant impacts in all areas of society, with particular emphasis on education. It is about some of these impacts that we will reflect in this text. The proposed study aims to reflect on the effects of the pandemic on higher education, with specificity in Brazil and as a research question: “what are the opinions of students of a Pedagogy course on emergency remote teaching”? We will make some reflections based on the literature published in 2020-2021 and we will complete this reflection based on empirical data collected through a questionnaire applied to students of a Pedagogy course at a particular HEI. Uncertainty, perplexity, volatility, complexity and ambiguity are an integral part of the daily lives of students, their families and teachers and administrators. The virtual has become the only reality in which choices and decisions have to be made. The need for adaptations in education systems with the use of new technologies had the effect of adopting a simple path, that is, by the mere use of technologies, the effects on student learning/training are not yet known. This path, which consists of the mere replacement of in-person classes with online classes, does not guarantee, a priori, the quality of teaching. As there is no known empirical data that allow us to reflect on the effects on students of replacing face-to-face classes with online classes, we intend to know, from the data collected, what are the negative and positive impacts of the on going changes.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, ENSINO À DISTÂNCIA, COVID-19, ENSINO SUPERIOR, BRASIL, EDUCATION, E-LEARNING, HIGHER EDUCATION, BRAZIL
Citação
Tavares , M , Gomes , S & Fratelli , M P 2022 , ' Ensino remoto emergencial (ERE) na educação superior: aprendizagens desterritorializadas ' , Revista Lusófona de Educação .