Os desafios do ensino remoto nos anos iniciais da educação básica: olhares de professores do município de Juazeiro do Norte (CE)
Carregando...
Data
2022-12
Autores
Orientador
Martins, Silvana Neumann
Banca
Forneck, Kári Lúcia
Strohschoen, Andreia Aparecida Guimarães
Silveira, Samai Serique Dos Santos
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A pandemia da Covid-19 fez com que a educação escolar no Brasil assumisse, em 2020, o modelo remoto de forma emergencial, para tentar minimizar os prejuízos no processo de aprendizagem dos alunos. Diante daquele cenário, os professores se depararam com um grande desafio e precisaram se reinventar para dar continuidade às atividades pedagógicas. Nesse contexto, o objetivo central deste estudo é investigar os movimentos pedagógicos realizados por professores quanto ao desenvolvimento de práticas e atividades pedagógicas no período pandêmico, com vistas a responder à problemática: Como os professores das séries iniciais do Ensino Fundamental I de Juazeiro do Norte (CE), movimentaram-se pedagogicamente no ensino remoto durante a pandemia da Covid-19, no biênio 2020-2021? Para tanto, foram definidos os seguintes objetivos específicos: conhecer as práticas pedagógicas utilizadas pelos professores durante o ensino remoto; verificar quais recursos tecnológicos foram utilizados e quais cursos de formação continuada foram realizados pelos professores; identificar impactos, positivos e negativos, da utilização do ensino remoto na vida profissional e pessoal dos professores. A relevância da temática consiste em poder proporcionar, a partir dos relatos dos docentes pesquisados, indicativos educacionais para a construção de mecanismos que avaliem o desenvolvimento da educação durante a pandemia. A abordagem deste estudo é de natureza qualitativa e exploratória, com a aplicação de entrevistas semiestruturadas, apoiando-se nos pressupostos da modalidade estudo de caso e análise dos dados por meio de análise textual discursiva. Os resultados apontam para a construção de um diálogo reflexivo no qual foram percebidas dificuldades ante o impacto do modelo de ensino remoto, tais como isolamento social, falta de suporte tecnológico, pouca interação entre professor e aluno e falta de políticas públicas que favoreçam a inserção tecnológica nas escolas. Por outro lado, foi possível evidenciar que, apesar de desafiador, o período pandêmico trouxe avanços à educação, dentre os quais é possível citar a autoformação do professor, a imersão no mundo educacional tecnológico e a necessidade de perceber o aluno no seu contexto socioeducacional.
The Covid-19 pandemic caused school education in Brazil to assume the remote model in an emergency way in 2020, to try to minimize the damage to the students' learning process. Faced with that scenario, teachers faced a great challenge and needed to reinvent themselves to continue pedagogical activities. In this context, the main objective of this study is to investigate the pedagogical movements carried out by teachers regarding the development of pedagogical practices and activities during the pandemic period, with a view to answering the problem: How do teachers of the initial grades of Elementary School I in Juazeiro do Norte (CE), did they move pedagogically in remote teaching, during the Covid-19 pandemic, in the 2020-2021 biennium? Therefore, the following peripheral objectives were defined: to know the pedagogical practices used by teachers during remote teaching; to verify which technological resources were used and which continuing education courses were carried out by the teachers; to identify positive and negative impacts of the use of remote teaching in the professional and personal lives of teachers. The relevance of the theme consists of being able to provide, from the reports of the surveyed teachers, educational indicators for the construction of mechanisms that evaluate the development of education during the pandemic. The approach of this study is qualitative and exploratory, with the application of semi-structured interviews, based on the assumptions of the case study modality and data analysis through discursive textual analysis. The results point to the construction of a reflective dialogue in which difficulties were perceived in the face of the impact of the remote teaching model, such as social isolation, lack of technological support, little interaction between teacher and student and lack of public policies that favor technological insertion at Schools; on the other hand, it was possible to show that, despite being challenging, the pandemic period brought advances to Education, among which it is possible to mention the teacher's self-training, immersion in the technological educational world and the need to perceive the student in his socio-educational context.
The Covid-19 pandemic caused school education in Brazil to assume the remote model in an emergency way in 2020, to try to minimize the damage to the students' learning process. Faced with that scenario, teachers faced a great challenge and needed to reinvent themselves to continue pedagogical activities. In this context, the main objective of this study is to investigate the pedagogical movements carried out by teachers regarding the development of pedagogical practices and activities during the pandemic period, with a view to answering the problem: How do teachers of the initial grades of Elementary School I in Juazeiro do Norte (CE), did they move pedagogically in remote teaching, during the Covid-19 pandemic, in the 2020-2021 biennium? Therefore, the following peripheral objectives were defined: to know the pedagogical practices used by teachers during remote teaching; to verify which technological resources were used and which continuing education courses were carried out by the teachers; to identify positive and negative impacts of the use of remote teaching in the professional and personal lives of teachers. The relevance of the theme consists of being able to provide, from the reports of the surveyed teachers, educational indicators for the construction of mechanisms that evaluate the development of education during the pandemic. The approach of this study is qualitative and exploratory, with the application of semi-structured interviews, based on the assumptions of the case study modality and data analysis through discursive textual analysis. The results point to the construction of a reflective dialogue in which difficulties were perceived in the face of the impact of the remote teaching model, such as social isolation, lack of technological support, little interaction between teacher and student and lack of public policies that favor technological insertion at Schools; on the other hand, it was possible to show that, despite being challenging, the pandemic period brought advances to Education, among which it is possible to mention the teacher's self-training, immersion in the technological educational world and the need to perceive the student in his socio-educational context.
Descrição
Palavras-chave
Ensino remoto; Práticas pedagógicas; Ensino fundamental; Recursos tecnológicos; Remote teaching; Pedagogical practices; Elementary school; Technological resources
Citação
VIANA, Cícera Tatiana Pereira. Os desafios do ensino remoto nos anos iniciais da educação básica: olhares de professores do município de Juazeiro do Norte (CE). 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, dez. 2022. Disponível em: http://hdl.handle.net/10737/3458.