Emergency Remote Teaching in the Perspective of Metacognition: Analysis of the Students’ Perception in a Technical Nursing Course

• Autor(a) principal: Santos, Luciana Rocha dos
• Data de Publicação: 2021
• Outros Autores: Albuquerque, Cleide Ferreira da Silva, Veiga, Luciana Lima de Albuquerque da, Peixoto, Mauricio Abreu Pinto
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1260

 Discussions in relation to Distance Education came on the scene strongly with the pandemic of COVID-19, as well as the difficulty of conceptualizing a new model of education. With the urgency imposed by the situation, teaching adapted for Emergency Remote Education (ERE), brought up a series of legal, technical and social issues, in addition to highlighting the need for reflection in education in the post-pandemic period. This work presents a qualitative study, obtained from online research, with students from the technical nursing course of a technical school in the FAETEC network, during emergency remote education, aiming to analyze the impacts from a metacognitive perspective, identify challenges and point out ways to teach and learn in the post-pandemic. The results indicated that, in the light of metacognition, there was a discrepancy in the students' cognitive processes, compromising their learning, skills such as autonomy and self-regulation, and that the apprentice of the future demands an education centered on the student, on collaboration and reflection on his own learning. Keywords: EaD. Emergency remote education. Learning trails. Metacognition. Online Education.