Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic

Detalhes bibliográficos
Autor(a) principal: Scalabrin, Ana Maria Mota Oliveira
Data de Publicação: 2020
Outros Autores: Mussato, Solange
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Educação Matemática (Online)
Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/432
Resumo: The present experience report proposes to describe and analyze actions of teaching performance, experienced by the first author, with the implementation of remote teaching at the Militarized State College Luiz Ribeiro de Lima, located in the city of Boa Vista, Roraima. Such actions are the result of the Implementation Plan for Non-Presential Activities for State Public Schools, prepared by State Secretariat for Education and Sport of Roraima (SSES / RR) in the face of the interruption of face-to-face classes to contain the pandemic caused by the new Coronavirus (Covid-19). In this work, concepts of active methodologies, hybrid education and remote teaching are discussed, in order to subsidize and qualify the pedagogical practices adopted in the referred educational establishment, for the development plan for non-classroom activities. The theoretical contribution used consisted of studies by Bacich, Tanzi Neto and Trevisani (2015), Bacich (2017), Moran (2015, 2018, 2019), Pasini, Carvalho and Almeida (2020), among others. To this end, a bibliographical and documentary research was carried out on books, scientific articles, official documents, technical notes, and reports that deal with the topic, as well as data obtained in the lesson plans and reports prepared by teachers who develop out remote activities. It is noteworthy that the data analyzed here are the result of the pedagogical practices adopted in remote education, which are being developed in the discipline of Mathematics, in the High School stage of the Youth and Adult Education (YAE) modality. The results reveal that remote teaching has been a challenge in current pedagogical practices, which require new teaching methodologies, which require digital technologies, but which can transform the role of the teacher and students, giving new meaning to the concepts of teaching and learning The conclusions point out ways to outline actions in the context of remote education that tends to remain even after the reopening of schools to resume face-to-face classes.
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spelling Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemicEstrategias y desafíos del desempeño enseñanza de un docente en el contexto de la pandemia Covid-19Estratégias e desafios da atuação docente no contexto da pandemia da Covid-19 por meio da vivência de uma professora de matemáticaRemote EducationPedagogical PracticeBasic EducationEnseñanza RemotaPráctica PedagógicaEducación BásicaEnsino RemotoPrática PedagógicaEducação BásicaThe present experience report proposes to describe and analyze actions of teaching performance, experienced by the first author, with the implementation of remote teaching at the Militarized State College Luiz Ribeiro de Lima, located in the city of Boa Vista, Roraima. Such actions are the result of the Implementation Plan for Non-Presential Activities for State Public Schools, prepared by State Secretariat for Education and Sport of Roraima (SSES / RR) in the face of the interruption of face-to-face classes to contain the pandemic caused by the new Coronavirus (Covid-19). In this work, concepts of active methodologies, hybrid education and remote teaching are discussed, in order to subsidize and qualify the pedagogical practices adopted in the referred educational establishment, for the development plan for non-classroom activities. The theoretical contribution used consisted of studies by Bacich, Tanzi Neto and Trevisani (2015), Bacich (2017), Moran (2015, 2018, 2019), Pasini, Carvalho and Almeida (2020), among others. To this end, a bibliographical and documentary research was carried out on books, scientific articles, official documents, technical notes, and reports that deal with the topic, as well as data obtained in the lesson plans and reports prepared by teachers who develop out remote activities. It is noteworthy that the data analyzed here are the result of the pedagogical practices adopted in remote education, which are being developed in the discipline of Mathematics, in the High School stage of the Youth and Adult Education (YAE) modality. The results reveal that remote teaching has been a challenge in current pedagogical practices, which require new teaching methodologies, which require digital technologies, but which can transform the role of the teacher and students, giving new meaning to the concepts of teaching and learning The conclusions point out ways to outline actions in the context of remote education that tends to remain even after the reopening of schools to resume face-to-face classes.El presente informe de experiencia se propone describir y analizar acciones de desempeño docente, vividas por el primer autor, con la implementación de la enseñanza remota en el Colegio Estatal  Militarizado Luiz Ribeiro de Lima, ubicado en la ciudad de Boa Vista, Roraima. Tales acciones son el resultado del Plan de Implementación de Actividades No Presenciales para las Escuelas Públicas del Estado, preparado por de la Secretaría de Estado de Educación y Deporte de Roraima (SEED / RR) ante la interrupción de las clases presenciales para contener la pandemia provocada por el nuevo Coronavirus (Covid-19). En este trabajo se discuten conceptos de metodologías activas, educación híbrida y enseñanza remota, con el fin de subsidiar y calificar las prácticas pedagógicas adoptadas en el referido establecimiento educativo, para el desarrollo de actividades no presenciales. El aporte teórico utilizado consistió en estudios de Bacich, Tanzi Neto y Trevisani (2015), Bacich (2017), Moran (2015, 2018, 2019), Pasini, Carvalho y Almeida (2020), entre otros. Para ello, se realizó una investigación bibliográfica y documental sobre libros, artículos científicos, documentos oficiales, notas técnicas e informes que abordan el tema, así como datos obtenidos en los planes de lecciones e informes elaborados por los docentes que desarrollan las actividades a distancia. Es de destacar que los datos aquí analizados son el resultado de prácticas pedagógicas adoptadas en educación remota, las cuales se están desarrollando en la disciplina de Matemáticas, en la etapa de Escuela secundaria de la modalidad Educación de Jóvenes y Adultos (EJA). Los resultados revelan que la enseñanza remota ha sido un desafío en las prácticas pedagógicas actuales, que requieren nuevas metodologías de enseñanza, que necesitan tecnologías digitales, pero que puede transformar el rol del docente y los estudiantes, reformulando los conceptos de enseñanza y aprendizaje. Las conclusiones señalan formas de perfilar acciones en el contexto de la educación a distancia que tiende a mantenerse incluso después de la reapertura de las escuelas para retomar las clases presenciales.O presente relato de experiência se propõe a descrever e analisar ações da atuação docente, vivenciadas pela primeira autora, com a implantação do ensino remoto no Colégio Estadual Militarizado Luiz Ribeiro de Lima, localizado na cidade de Boa Vista, Roraima. Tais ações são decorrentes das orientações advindas da Secretaria de Estado da Educação e Desporto de Roraima (SEED/RR) frente ao cenário de interrupção das aulas presenciais para conter a pandemia causada pelo novo coronavírus (Covid-19). Neste trabalho são discutidos conceitos de educação híbrida e ensino remoto, com vistas a subsidiar e qualificar as práticas pedagógicas adotadas no referido estabelecimento de ensino, com a implementação do plano de desenvolvimento de atividades não presenciais. Para tanto, foi realizada uma pesquisa bibliográfica e documental em artigos científicos, documentos oficiais, notas técnicas, e reportagens que tratam sobre o tema, bem como, dados obtidos nos planos de aula e relatórios elaborados pelos professores que desenvolvem atividades remotas. Ressalta-se que os dados aqui analisados são frutos das práticas pedagógicas adotadas no ensino remoto, que estão sendo desenvolvidas na disciplina de Matemática, na etapa do Ensino Médio da modalidade Educação de Jovens e Adultos (EJA). Nas conclusões aponta-se caminhos para delinear ações no contexto do ensino remoto que tende a permanecer mesmo depois da reabertura das escolas para a retomada das aulas presenciais.Sociedade Brasileira de Educação Matemática (SBEM)2020-11-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/43210.37001/remat25269062v17id432Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020051Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020051Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020051Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e0200512526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/432/225https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessScalabrin, Ana Maria Mota OliveiraMussato, Solange2021-05-05T18:50:06ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG
dc.title.none.fl_str_mv Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
Estrategias y desafíos del desempeño enseñanza de un docente en el contexto de la pandemia Covid-19
Estratégias e desafios da atuação docente no contexto da pandemia da Covid-19 por meio da vivência de uma professora de matemática
title Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
spellingShingle Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
Scalabrin, Ana Maria Mota Oliveira
Remote Education
Pedagogical Practice
Basic Education
Enseñanza Remota
Práctica Pedagógica
Educación Básica
Ensino Remoto
Prática Pedagógica
Educação Básica
title_short Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
title_full Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
title_fullStr Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
title_full_unstemmed Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
title_sort Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic
author Scalabrin, Ana Maria Mota Oliveira
author_facet Scalabrin, Ana Maria Mota Oliveira
Mussato, Solange
author_role author
author2 Mussato, Solange
author2_role author
dc.contributor.author.fl_str_mv Scalabrin, Ana Maria Mota Oliveira
Mussato, Solange
dc.subject.por.fl_str_mv Remote Education
Pedagogical Practice
Basic Education
Enseñanza Remota
Práctica Pedagógica
Educación Básica
Ensino Remoto
Prática Pedagógica
Educação Básica
topic Remote Education
Pedagogical Practice
Basic Education
Enseñanza Remota
Práctica Pedagógica
Educación Básica
Ensino Remoto
Prática Pedagógica
Educação Básica
description The present experience report proposes to describe and analyze actions of teaching performance, experienced by the first author, with the implementation of remote teaching at the Militarized State College Luiz Ribeiro de Lima, located in the city of Boa Vista, Roraima. Such actions are the result of the Implementation Plan for Non-Presential Activities for State Public Schools, prepared by State Secretariat for Education and Sport of Roraima (SSES / RR) in the face of the interruption of face-to-face classes to contain the pandemic caused by the new Coronavirus (Covid-19). In this work, concepts of active methodologies, hybrid education and remote teaching are discussed, in order to subsidize and qualify the pedagogical practices adopted in the referred educational establishment, for the development plan for non-classroom activities. The theoretical contribution used consisted of studies by Bacich, Tanzi Neto and Trevisani (2015), Bacich (2017), Moran (2015, 2018, 2019), Pasini, Carvalho and Almeida (2020), among others. To this end, a bibliographical and documentary research was carried out on books, scientific articles, official documents, technical notes, and reports that deal with the topic, as well as data obtained in the lesson plans and reports prepared by teachers who develop out remote activities. It is noteworthy that the data analyzed here are the result of the pedagogical practices adopted in remote education, which are being developed in the discipline of Mathematics, in the High School stage of the Youth and Adult Education (YAE) modality. The results reveal that remote teaching has been a challenge in current pedagogical practices, which require new teaching methodologies, which require digital technologies, but which can transform the role of the teacher and students, giving new meaning to the concepts of teaching and learning The conclusions point out ways to outline actions in the context of remote education that tends to remain even after the reopening of schools to resume face-to-face classes.
publishDate 2020
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dc.relation.none.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/432/225
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info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
dc.source.none.fl_str_mv Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020051
Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020051
Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020051
Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e020051
2526-9062
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