Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic

Detalhes bibliográficos
Autor(a) principal: Gonçalves, Isabela Cristina Brito
Data de Publicação: 2021
Outros Autores: Silva, Patrícia do Socorro de Campos da, Oliveira, Jaqueline Lopes de, Oliveira, Caroline Porto de
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1310
Resumo: The 2020 pandemic left many consequences, including in public education. Focusing on the reality experienced by three teachers during this period, the objective of this work is to report the experience of remote education in four public schools in the state of Rio de Janeiro (two located in the municipality of Rio de Janeiro, one in the municipality of Nova Iguaçu and another in the municipality of Japeri). The study analysed the adherence of the students and the use of different Digital Information and Communication Technologies. The teachers work with Science and Biology and the tools used to assist students during this period were: Microsoft Teams, Escola Mais Digital, Google Classroom platforms, which were officially contracted by each educational network respectively. In addition, WhatsApp, e-mail and printed materials were used. All schools presented a low student’s adherence to remote activities, reaching a maximum of 25% of responses. Therefore, an online survey was targeted at the pedagogical coordinators who contacted students previously. The results made it possible to identify the main reasons presented by students that did not adhere to the remote activities. General data showed that regardless of the municipality, school, modality, level of education and the age of students, the results were very similar, indicating to the difficulties in accessing digital technologies and lack of autonomy were the main reasons for not adhering to the remote teaching. Keywords: Covid-19 pandemic. Emergency teaching. Public schools. Science teaching.
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spelling Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 PandemicEnsino Remoto para Quem? Relato de Experiências em Quatro Escolas Públicas do Rio de Janeiro Durante a Pandemia da COVID- 19The 2020 pandemic left many consequences, including in public education. Focusing on the reality experienced by three teachers during this period, the objective of this work is to report the experience of remote education in four public schools in the state of Rio de Janeiro (two located in the municipality of Rio de Janeiro, one in the municipality of Nova Iguaçu and another in the municipality of Japeri). The study analysed the adherence of the students and the use of different Digital Information and Communication Technologies. The teachers work with Science and Biology and the tools used to assist students during this period were: Microsoft Teams, Escola Mais Digital, Google Classroom platforms, which were officially contracted by each educational network respectively. In addition, WhatsApp, e-mail and printed materials were used. All schools presented a low student’s adherence to remote activities, reaching a maximum of 25% of responses. Therefore, an online survey was targeted at the pedagogical coordinators who contacted students previously. The results made it possible to identify the main reasons presented by students that did not adhere to the remote activities. General data showed that regardless of the municipality, school, modality, level of education and the age of students, the results were very similar, indicating to the difficulties in accessing digital technologies and lack of autonomy were the main reasons for not adhering to the remote teaching. Keywords: Covid-19 pandemic. Emergency teaching. Public schools. Science teaching.A pandemia de 2020 deixou muitas sequelas, incluindo na educação pública. Tendo como enfoque a realidade vivida por três professoras durante esse período, o objetivo deste trabalho é relatar a experiência do ensino remoto em quatro escolas públicas no estado do Rio de Janeiro (duas localizadas no município do Rio de Janeiro, uma no município de Nova Iguaçu e outra no município de Japeri). O estudo analisou a adesão dos alunos, assim como o uso de diferentes Tecnologias Digitais de Informação e Comunicação. As professoras lecionam ciências e biologia e os recursos tecnológicos utilizados pelas docentes para atender os estudantes neste período foram as plataformas oficialmente contratadas pelas respectivas redes de ensino: Microsoft Teams, Escola Mais Digital e Google Classroom. Também foram utilizados outros dispositivos como WhatsApp, e-mail e materiais impressos. Todas as escolas apresentaram baixa adesão dos alunos ao ensino remoto, com retorno máximo de 25%. A partir dos resultados, foi elaborado um questionário on line aos coordenadores pedagógicos das UEs responsáveis por contatar os alunos. Tal investigação possibilitou identificar os principais motivos apresentados pelos discentes que não aderiram às atividades remotas. Os dados mostraram que, independente do município, da escola, da modalidade, do nível de escolaridade e da idade dos estudantes, os resultados foram muito semelhantes, apontando dificuldades no acesso a tecnologias digitais e falta de autonomia como os principais motivos citados. Espera-se que esses resultados possam ser utilizados para estratégias de gestão e planejamento para o ensino remoto, diminuindo o prejuízo e a assimetria de aprendizagem evidenciada. Palavras-chave: Pandemia da Covid-19. Ensino Emergencial. Escolas públicas. Ensino de ciências.  Fundação Cecierj2021-03-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1310EaD em Foco; Vol. 10 No. 3 (2020): DL Contributions in times of pandemic and post-pandemic (Part 1/2)EaD em Foco; Vol. 10 Núm. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)EaD em Foco; v. 10 n. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)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/1310/631Copyright (c) 2020 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Gonçalves, Isabela Cristina Brito Silva, Patrícia do Socorro de Campos da Oliveira, Jaqueline Lopes deOliveira, Caroline Porto de 2022-01-01T16:09:26ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
Ensino Remoto para Quem? Relato de Experiências em Quatro Escolas Públicas do Rio de Janeiro Durante a Pandemia da COVID- 19
title Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
spellingShingle Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
Gonçalves, Isabela Cristina Brito
title_short Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
title_full Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
title_fullStr Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
title_full_unstemmed Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
title_sort Remote Teaching for Whom? Report of Experiences in Four Public Schools in Rio de Janeiro during the COVID 19 Pandemic
author Gonçalves, Isabela Cristina Brito
author_facet Gonçalves, Isabela Cristina Brito
Silva, Patrícia do Socorro de Campos da
Oliveira, Jaqueline Lopes de
Oliveira, Caroline Porto de
author_role author
author2 Silva, Patrícia do Socorro de Campos da
Oliveira, Jaqueline Lopes de
Oliveira, Caroline Porto de
author2_role author
author
author
dc.contributor.author.fl_str_mv Gonçalves, Isabela Cristina Brito
Silva, Patrícia do Socorro de Campos da
Oliveira, Jaqueline Lopes de
Oliveira, Caroline Porto de
description The 2020 pandemic left many consequences, including in public education. Focusing on the reality experienced by three teachers during this period, the objective of this work is to report the experience of remote education in four public schools in the state of Rio de Janeiro (two located in the municipality of Rio de Janeiro, one in the municipality of Nova Iguaçu and another in the municipality of Japeri). The study analysed the adherence of the students and the use of different Digital Information and Communication Technologies. The teachers work with Science and Biology and the tools used to assist students during this period were: Microsoft Teams, Escola Mais Digital, Google Classroom platforms, which were officially contracted by each educational network respectively. In addition, WhatsApp, e-mail and printed materials were used. All schools presented a low student’s adherence to remote activities, reaching a maximum of 25% of responses. Therefore, an online survey was targeted at the pedagogical coordinators who contacted students previously. The results made it possible to identify the main reasons presented by students that did not adhere to the remote activities. General data showed that regardless of the municipality, school, modality, level of education and the age of students, the results were very similar, indicating to the difficulties in accessing digital technologies and lack of autonomy were the main reasons for not adhering to the remote teaching. Keywords: Covid-19 pandemic. Emergency teaching. Public schools. Science teaching.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-05
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/1310
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1310
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/1310/631
dc.rights.driver.fl_str_mv Copyright (c) 2020 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 EaD em Foco
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 Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 10 No. 3 (2020): DL Contributions in times of pandemic and post-pandemic (Part 1/2)
EaD em Foco; Vol. 10 Núm. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)
EaD em Foco; v. 10 n. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)
2177-8310
reponame:EAD em Foco
instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron:CECIERJ
instname_str Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
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