We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes

Detalhes bibliográficos
Autor(a) principal: Ramôa, Hosana do Nascimento
Data de Publicação: 2021
Outros Autores: Barbosa, Liz Regina Silveira, Silveira, Suzane Morais da Veiga
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1306
Resumo: The technological phenomenon, especially the innovation of the internet, has put the traditional teaching-learning process in check, since the school has become just one of the ways of conveying knowledge. Today, especially after the Covid-19 pandemic, the need to adapt to remote learning is imperative. In this article, we intend to reflect on the affectivity as a pedagogical process, addressing the consequences of the impact of online classes on the teacher-student relationship. As methodology, we use semi-structured interviews to analyze the report of three teachers who work in the final years of elementary school in public schools in Rio de Janeiro. As a result, we found that the difficulties in relation to students' access to technology and also their insufficient digital literacy hinder the proximity between teachers and students in remote classes and, consequently, the pedagogical process imbued with affectivity. Keywords: Technology. Pedagogical process. Student-teacher relationship. Remote learning. Affectivity
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spelling We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote ClassesNo somos robots: la afectividad como proceso pedagógico en la escuela primaria II durante las clases a distanciaNão Somos Robôs: a Afetividade como Processo Pedagógico no Ensino Fundamental II Durante as Aulas RemotasThe technological phenomenon, especially the innovation of the internet, has put the traditional teaching-learning process in check, since the school has become just one of the ways of conveying knowledge. Today, especially after the Covid-19 pandemic, the need to adapt to remote learning is imperative. In this article, we intend to reflect on the affectivity as a pedagogical process, addressing the consequences of the impact of online classes on the teacher-student relationship. As methodology, we use semi-structured interviews to analyze the report of three teachers who work in the final years of elementary school in public schools in Rio de Janeiro. As a result, we found that the difficulties in relation to students' access to technology and also their insufficient digital literacy hinder the proximity between teachers and students in remote classes and, consequently, the pedagogical process imbued with affectivity. Keywords: Technology. Pedagogical process. Student-teacher relationship. Remote learning. AffectivityEl fenómeno tecnológico, especialmente la innovación de internet, puso en jaque el proceso tradicional de enseñanza-aprendizaje, ya que la escuela se convirtió en una de las formas de transmitir conocimientos. Hoy, especialmente después de la pandemia Covid-19, la necesidad de adaptarse a la educación remota es imperativa. En este artículo pretendemos reflexionar sobre la afectividad como proceso pedagógico, abordando las consecuencias del impacto de las clases a distancia en la relación profesor-alumno. Como metodología, utilizamos la entrevista semiestructurada para analizar el informe de tres docentes que laboran en los últimos años de la escuela primaria en el contexto de la red municipal de Río de Janeiro. Como resultado, encontramos que las dificultades en relación al acceso a la tecnología y también la insuficiente alfabetización digital de los estudiantes dificultan la proximidad entre profesores y estudiantes en clases remotas y, en consecuencia, el proceso pedagógico imbuido de afectividad.O fenômeno tecnológico, em especial a inovação da internet, colocou em xeque o processo tradicional de ensino-aprendizagem, uma vez que a escola passou a ser apenas uma das formas de veiculação do conhecimento. Hoje, em especial depois da pandemia de Covid-19, a necessidade de se adequar ao ensino remoto apresenta-se como imperativa. Neste artigo, temos por objetivo refletir acerca da afetividade como processo pedagógico, abordando os desdobramentos do impacto das aulas remotas na relação professor-aluno. Como metodologia, utilizamos a entrevista semiestruturada para analisar o relato de três professoras que atuam nos anos finais do ensino fundamental no contexto da rede municipal do Rio de Janeiro. Como resultados, constatamos que as dificuldades com relação ao acesso à tecnologia e também o insuficiente letramento digital dos estudantes dificultam a proximidade entre docentes e discentes nas aulas remotas e, por consequência, o processo pedagógico imbuído de afetividade. Palavras-chave: Tecnologia. Processo pedagógico. Relação professor-aluno. Ensino remoto. AfetividadeFundação Cecierj2021-03-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1306EaD em Foco; Vol. 11 No. 2 (2021): DL Contributions in times of pandemic and post-pandemic (Part II/II)EaD em Foco; Vol. 11 Núm. 2 (2021): Edición especial - Educación a distancia en tiempos de pandemia y pospandémica (Parte 2/2)EaD em Foco; v. 11 n. 2 (2021): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 2/2)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1306/637Copyright (c) 2020 EaD em Focoinfo:eu-repo/semantics/openAccessRamôa, Hosana do Nascimento Barbosa, Liz Regina Silveira Silveira, Suzane Morais da Veiga2022-01-01T16:41:54ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
No somos robots: la afectividad como proceso pedagógico en la escuela primaria II durante las clases a distancia
Não Somos Robôs: a Afetividade como Processo Pedagógico no Ensino Fundamental II Durante as Aulas Remotas
title We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
spellingShingle We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
Ramôa, Hosana do Nascimento
title_short We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
title_full We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
title_fullStr We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
title_full_unstemmed We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
title_sort We Are not Robots: the Affectivity as a Pedagogical Process in Secondary Elementary School during Remote Classes
author Ramôa, Hosana do Nascimento
author_facet Ramôa, Hosana do Nascimento
Barbosa, Liz Regina Silveira
Silveira, Suzane Morais da Veiga
author_role author
author2 Barbosa, Liz Regina Silveira
Silveira, Suzane Morais da Veiga
author2_role author
author
dc.contributor.author.fl_str_mv Ramôa, Hosana do Nascimento
Barbosa, Liz Regina Silveira
Silveira, Suzane Morais da Veiga
description The technological phenomenon, especially the innovation of the internet, has put the traditional teaching-learning process in check, since the school has become just one of the ways of conveying knowledge. Today, especially after the Covid-19 pandemic, the need to adapt to remote learning is imperative. In this article, we intend to reflect on the affectivity as a pedagogical process, addressing the consequences of the impact of online classes on the teacher-student relationship. As methodology, we use semi-structured interviews to analyze the report of three teachers who work in the final years of elementary school in public schools in Rio de Janeiro. As a result, we found that the difficulties in relation to students' access to technology and also their insufficient digital literacy hinder the proximity between teachers and students in remote classes and, consequently, the pedagogical process imbued with affectivity. Keywords: Technology. Pedagogical process. Student-teacher relationship. Remote learning. Affectivity
publishDate 2021
dc.date.none.fl_str_mv 2021-03-17
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://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1306
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1306
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1306/637
dc.rights.driver.fl_str_mv Copyright (c) 2020 EaD em Foco
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 EaD em Foco
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 11 No. 2 (2021): DL Contributions in times of pandemic and post-pandemic (Part II/II)
EaD em Foco; Vol. 11 Núm. 2 (2021): Edición especial - Educación a distancia en tiempos de pandemia y pospandémica (Parte 2/2)
EaD em Foco; v. 11 n. 2 (2021): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 2/2)
2177-8310
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