The feelings of students in times of emergency remote learning

• Autor(a) principal: Alves, José Matias
• Data de Publicação: 2021
• Outros Autores: Cabral, Ilídia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2021.10472

On February 8, 2021, students returned to online learning, in the home environment, after a 15-day vacation ahead of schedule. In this study we wanted to know how they were experiencing this period of isolation at home and how they evaluated 7 key areas in this remote learning experience: the teaching strategies used by teachers; the pedagogical relationship; relevance, adequacy and fairness of the evaluation; collaboration with colleagues; the environment experienced at home; the predominant feelings; the richness of learning. In this paper we will only analyse the  experienced and declared  feelings. An open questionnaire was administered through an electronic platform and with the consent and mediation of the principals, data were collected from 4 schools (2 belonging to private and cooperative education in the Lisbon region and two public state schools from the northern region) in a total of 614 students from the 9th and 10th years. Data collection took place in February 2021. The results reveal that the students report  mostly  negative feelings (sadness, longing, loneliness), with hope and joy standing out, nevertheless, in a list of 10 feelings. There are no significant differences between schools. These data indicate that students experience contradictory and paradoxical feelings, making it necessary to heal the wounds incurred through a pedagogy of listening, care and proximity in order to reconstruct injured bonds.