PEDAGOGICAL CHALLENGES IN EMERGENCY REMOTE TEACHING DURING THE SARS-CoV-2 PANDEMIC AT IF SUDESTE MG - CAMPUS RIO POMBA

• Autor(a) principal: Barbosa, Lívia Maria dos Reis
• Data de Publicação: 2024
• Outros Autores: Botelho, Margareth Evangelista, Ferreira, Debora Rezende, Silva, Vanessa Riani Olmi
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7985
• topic: Ensino Remoto Emergencial; Metodologias Ativas de Ensino; Ferramentas Tecnológicas; Emergency Remote Teaching; Active Teaching Methodologies; Technological Tools; Enseñanza Remota de Emergencial; Metodologías Activas de Enseñanza; Herramientas Tecnológicas

In light of the need for social isolation caused by the pandemic, in-person classes were suspended, making way for emergency remote teaching (ERT). This abrupt transition allowed for no planning or preparation for the individuals involved in the teaching-learning process. In this context, it fell upon the educators to adapt to this new, atypical reality. The aim of this study was to describe the characteristics and challenges faced by teachers at IF Sudeste MG - Campus Rio Pomba during ERT and its impacts on the teaching-learning process. To achieve this, a structured questionnaire with the participation of 41 educators was used. Difficulties related to pedagogical training, use of technological tools and active teaching methodologies (ATM), and the adaptive process of educators were highlighted. Educators did not consider ERT capable of efficiently fulfilling the objectives of the disciplines, although they acknowledged the necessary institutional support. The self-assessment of teaching performance during ERT was predominantly positive. Prior to ERT, the use of ATM was lower, especially among educators above 40 years old and males; furthermore, difficulties in using ATM increased with age, with more males reporting not using them. The adaptation to ERT was considered moderate, and more educators aged 40 to 49 reported dissatisfaction with the work environment. Educators above 40 years old and females had a higher incidence of negative psychological symptoms during ERT. This study highlights the challenges educators faced during ERT, especially those over 40 years old and females.