Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/10775 |
Resumo: | This study aims to unveil the teachers' conceptions about the use of information and communication technologies in the educational context, specifically in the Basic Education of the city of Jaguaruana-Ceará, as well as its reflections on the developments of the insertion of these resources in the period of the COVID-19 pandemic, from remote education. Based on methodological procedures that mix quali-quantitative methods, having as reference the bibliographic research, from Santos (2009), Moran (2000), and the field research, because we used electronic questionnaires applied to teachers. Our findings allowed us to reflect that the adaptive process of teachers to remote education sometimes denotes the lack of familiarity with TDIC, sometimes demonstrates the attempt to learning from resources. Regarding the pedagogical practice in the schools of the municipality, the challenges denote: the limitations of initial and continued teacher training; the precariousness of the profession; the lack of physical infrastructure and technological resources in the institutions; the inaccessibility to the technological means by students and teachers, both at school at home and the absence of public policies for digital inclusion of school subjects. All these challenges marked by the deresponsibility of the State in the democratization of access and permanence in school/ scrapping of education. Therefore, we believe that before thinking about remote teaching, hybrid teaching should be the democratization of education and TDIC, because education is a constitutional right. |
id |
UNIFEI_d16d398f90b036743e002aaf62a29163 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/10775 |
network_acronym_str |
UNIFEI |
network_name_str |
Research, Society and Development |
repository_id_str |
|
spelling |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemicPerspectivas docentes sobre el uso de las TDIC en la educación básica en tiempos de pandemia de COVID-19Perspectivas docentes sobre o uso das TDIC na Educação Básica em tempos de pandemia do COVID-19TDICEnsino remotoEducação básicaPrática docenteCOVID-19.TDICRemote educationBasic educationTeaching practiceCOVID-19.TDICEnseñanza remotaEducación básicaPráctica docenteCOVID-19.This study aims to unveil the teachers' conceptions about the use of information and communication technologies in the educational context, specifically in the Basic Education of the city of Jaguaruana-Ceará, as well as its reflections on the developments of the insertion of these resources in the period of the COVID-19 pandemic, from remote education. Based on methodological procedures that mix quali-quantitative methods, having as reference the bibliographic research, from Santos (2009), Moran (2000), and the field research, because we used electronic questionnaires applied to teachers. Our findings allowed us to reflect that the adaptive process of teachers to remote education sometimes denotes the lack of familiarity with TDIC, sometimes demonstrates the attempt to learning from resources. Regarding the pedagogical practice in the schools of the municipality, the challenges denote: the limitations of initial and continued teacher training; the precariousness of the profession; the lack of physical infrastructure and technological resources in the institutions; the inaccessibility to the technological means by students and teachers, both at school at home and the absence of public policies for digital inclusion of school subjects. All these challenges marked by the deresponsibility of the State in the democratization of access and permanence in school/ scrapping of education. Therefore, we believe that before thinking about remote teaching, hybrid teaching should be the democratization of education and TDIC, because education is a constitutional right.El presente estudio pretende desvelar las concepciones de los docentes sobre el uso de las tecnologías de la información y comunicación en el contexto educativo, específicamente en la Educación Básica del municipio de Jaguaruana-Ceará, así como sus reflexiones sobre los desarrollos de la inserción de esos recursos en el período de la pandemia de COVID-19, a partir de la enseñanza remota. Basándose en procedimientos metodológicos que mezclan métodos quali-cuantitativos, teniendo como referencia la investigación bibliográfica, a partir de Santos (2009), Moran (2000), y de la investigación de campo, pues nos utilizamos de cuestionarios electrónicos aplicados a profesores. Nuestros hallazgos permitieron reflejar que el proceso adaptativo de los profesores a la enseñanza remota bien denota la falta de familiaridad con las TDIC, ora demuestra la tentativa de aprendizaje con los recursos. Sobre la práctica pedagógica en las escuelas del municipio, los desafíos denotan: las limitaciones de la formación docente inicial y continuada; la precarización de la profesión; la falta de infraestructura física y recursos tecnológicos en las instituciones; la inaccesibilidad a los medios tecnológicos por parte de los alumnos y docentes, ya sea en la escuela a domicilio y la ausencia de políticas públicas para la inclusión digital de los sujetos escolares. Todos estos desafíos marcados por la desresponsabilización del Estado en la democratización del acceso y permanencia en la escuela/desguace de la educación. Ante esto, creemos que antes de pensar en enseñanza remota, en enseñanza híbrida debe haber la democratización de la educación y de las TDIC, pues la educación es un derecho constitucional.O presente estudo almeja desvelar as concepções dos docentes sobre o uso das tecnológicos da informação e comunicação no contexto educacional, especificamente na Educação Básica do município de Jaguaruana-Ceará, bem como suas reflexões acerca dos desdobramentos da inserção desses recursos no período da pandemia do COVID-19, a partir do ensino remoto. Fundamentando-se em procedimentos metodológicos que misturam métodos quali-quantitativos, tendo como referência a pesquisa bibliográfica, a partir de Santos (2009), Moran (2000), e da pesquisa de campo, pois utilizamo-nos de questionários eletrônicos aplicados a professores. Nossos achados permitiram refletir que o processo adaptativo dos professores ao ensino remoto ora denota a falta de familiaridade com as TDIC, ora demonstra a tentativa de aprendizado com os recursos. Sobre a prática pedagógica nas escolas do município, os desafios denotam: as limitações da formação docente inicial e continuada; a precarização da profissão; a falta de infraestrutura física e recursos tecnológicos nas instituições; a inacessibilidade aos meios tecnológicos pelos discentes e docentes, seja na escola no domicílio e a ausência de políticas públicas para inclusão digital dos sujeitos escolares. Todos estes desafios marcados pela desresponsabilização do Estado na democratização do acesso e permanência na escola/sucateamento da educação. Diante disso, acreditamos que antes de se pensar em ensino remoto, em ensino híbrido deve-se haver a democratização da educação e das TDIC, pois a educação é um direito constitucional. Research, Society and Development2020-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1077510.33448/rsd-v9i12.10775Research, Society and Development; Vol. 9 No. 12; e5191210775Research, Society and Development; Vol. 9 Núm. 12; e5191210775Research, Society and Development; v. 9 n. 12; e51912107752525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/10775/9651Copyright (c) 2020 Diana Nara da Silva Oliveira; Carla Gardênia da Silva Melo; Luís Távora Furtado Ribeiro; João Paulo Guerreiro de Almeida; Edvar Ferreira Basílio; Carlos Rochester Ferreira Lima; Edna Ribeiro de Castro; José Antônio Gabriel Netohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Diana Nara da Silva Melo, Carla Gardênia da SilvaRibeiro, Luís Távora Furtado Almeida, João Paulo Guerreiro deBasílio, Edvar Ferreira Lima, Carlos Rochester FerreiraCastro, Edna Ribeiro de Gabriel Neto, José Antônio 2020-12-30T23:32:22Zoai:ojs.pkp.sfu.ca:article/10775Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:32:46.037852Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic Perspectivas docentes sobre el uso de las TDIC en la educación básica en tiempos de pandemia de COVID-19 Perspectivas docentes sobre o uso das TDIC na Educação Básica em tempos de pandemia do COVID-19 |
title |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic |
spellingShingle |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic Oliveira, Diana Nara da Silva TDIC Ensino remoto Educação básica Prática docente COVID-19. TDIC Remote education Basic education Teaching practice COVID-19. TDIC Enseñanza remota Educación básica Práctica docente COVID-19. |
title_short |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic |
title_full |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic |
title_fullStr |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic |
title_full_unstemmed |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic |
title_sort |
Teaching perspectives on the use of TDIC in basic education in times of the COVID-19 pandemic |
author |
Oliveira, Diana Nara da Silva |
author_facet |
Oliveira, Diana Nara da Silva Melo, Carla Gardênia da Silva Ribeiro, Luís Távora Furtado Almeida, João Paulo Guerreiro de Basílio, Edvar Ferreira Lima, Carlos Rochester Ferreira Castro, Edna Ribeiro de Gabriel Neto, José Antônio |
author_role |
author |
author2 |
Melo, Carla Gardênia da Silva Ribeiro, Luís Távora Furtado Almeida, João Paulo Guerreiro de Basílio, Edvar Ferreira Lima, Carlos Rochester Ferreira Castro, Edna Ribeiro de Gabriel Neto, José Antônio |
author2_role |
author author author author author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Diana Nara da Silva Melo, Carla Gardênia da Silva Ribeiro, Luís Távora Furtado Almeida, João Paulo Guerreiro de Basílio, Edvar Ferreira Lima, Carlos Rochester Ferreira Castro, Edna Ribeiro de Gabriel Neto, José Antônio |
dc.subject.por.fl_str_mv |
TDIC Ensino remoto Educação básica Prática docente COVID-19. TDIC Remote education Basic education Teaching practice COVID-19. TDIC Enseñanza remota Educación básica Práctica docente COVID-19. |
topic |
TDIC Ensino remoto Educação básica Prática docente COVID-19. TDIC Remote education Basic education Teaching practice COVID-19. TDIC Enseñanza remota Educación básica Práctica docente COVID-19. |
description |
This study aims to unveil the teachers' conceptions about the use of information and communication technologies in the educational context, specifically in the Basic Education of the city of Jaguaruana-Ceará, as well as its reflections on the developments of the insertion of these resources in the period of the COVID-19 pandemic, from remote education. Based on methodological procedures that mix quali-quantitative methods, having as reference the bibliographic research, from Santos (2009), Moran (2000), and the field research, because we used electronic questionnaires applied to teachers. Our findings allowed us to reflect that the adaptive process of teachers to remote education sometimes denotes the lack of familiarity with TDIC, sometimes demonstrates the attempt to learning from resources. Regarding the pedagogical practice in the schools of the municipality, the challenges denote: the limitations of initial and continued teacher training; the precariousness of the profession; the lack of physical infrastructure and technological resources in the institutions; the inaccessibility to the technological means by students and teachers, both at school at home and the absence of public policies for digital inclusion of school subjects. All these challenges marked by the deresponsibility of the State in the democratization of access and permanence in school/ scrapping of education. Therefore, we believe that before thinking about remote teaching, hybrid teaching should be the democratization of education and TDIC, because education is a constitutional right. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/10775 10.33448/rsd-v9i12.10775 |
url |
https://rsdjournal.org/index.php/rsd/article/view/10775 |
identifier_str_mv |
10.33448/rsd-v9i12.10775 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/10775/9651 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 12; e5191210775 Research, Society and Development; Vol. 9 Núm. 12; e5191210775 Research, Society and Development; v. 9 n. 12; e5191210775 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052824504238080 |