The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic

Detalhes bibliográficos
Autor(a) principal: Bertoti da Cunha, Fanley
Data de Publicação: 2022
Outros Autores: de Freitas, Kelma Cristina, Franzoni Pescumo, Fernanda, dos Santos, Ivan Luís
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Pesquisa Qualitativa (Online)
Texto Completo: https://editora.sepq.org.br/rpq/article/view/480
Resumo: The aim of this study is to investigate the students' perceptions regarding access to Emergency Remote Education (ERE) during the Covid-19 pandemic. Students were from two integrated courses from a campus of IFSP. During the offer of the ERE, teachers proposed non-obligatory complementary activities (NOCAs) to the students. In addition, they sent digital questionnaires referring to NOCAs. Students’ responses were qualitatively explored with the Content Analysis technique, using NVivo® software. We identified three categories through the questionnaire exploration: (anti)conditions of studies in pandemic reality, (contra)conditions of teacher pedagogical support, and (re)production of school holes and school knowledge. We consider that in a moment of suspension of face-to-face activities, the NOCAs allowed the maintenance of school bonds with the students. However, this interaction requires evaluation to avoid a banking model of education. Keywords: Integrated Professional Education; Emergency Remote Education; Federal Institute; Access to education.
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spelling The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic Os estudantes do ensino médio integrado falam! Percepções sobre atividades remotas realizadas durante a pandemia de COVID 19The aim of this study is to investigate the students' perceptions regarding access to Emergency Remote Education (ERE) during the Covid-19 pandemic. Students were from two integrated courses from a campus of IFSP. During the offer of the ERE, teachers proposed non-obligatory complementary activities (NOCAs) to the students. In addition, they sent digital questionnaires referring to NOCAs. Students’ responses were qualitatively explored with the Content Analysis technique, using NVivo® software. We identified three categories through the questionnaire exploration: (anti)conditions of studies in pandemic reality, (contra)conditions of teacher pedagogical support, and (re)production of school holes and school knowledge. We consider that in a moment of suspension of face-to-face activities, the NOCAs allowed the maintenance of school bonds with the students. However, this interaction requires evaluation to avoid a banking model of education. Keywords: Integrated Professional Education; Emergency Remote Education; Federal Institute; Access to education.O presente trabalho teve por objetivo analisar as percepções de estudantes de dois cursos de Ensino Médio Integrado ao Técnico de um campus do IFSP em relação ao acesso ao Ensino Remoto Emergencial (ERE) durante a pandemia de COVID 19. No período de realização do ERE, os professores propuseram aos estudantes a realização de atividades complementares não obrigatórias (ACNOs). Foram enviados questionários por meio digital para alunos e as respostas foram analisadas qualitativamente por Análise de Conteúdo com o auxílio do software NVivo®. Identificamos três categorias através da exploração dos questionários: (anti)condições de estudos na realidade pandêmica, (contra)condições do apoio pedagógico por parte do professor e (re)produção do papel da escola e dos conhecimentos escolares. Consideramos que as ACNOs possibilitaram a manutenção dos vínculos escolares, entretanto, esta forma de interação deve ser avaliada para que não se baseie apenas na lógica de uma educação bancária. Palavras-chave: Educação Profissional Integrada; Ensino Remoto Emergencial; Instituto Federal; Acesso à educação.Sociedade de Estudos e Pesquisas Qualitativos - SE&PQ2022-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://editora.sepq.org.br/rpq/article/view/48010.33361/RPQ.2022.v.10.n.23.480Qualitative Research Journal ; Vol. 10 No. 23 (2022): Pesquisa Qualitativa: contribuições à Educação e à Saúde; 25-45Revista Pesquisa Qualitativa; v. 10 n. 23 (2022): Pesquisa Qualitativa: contribuições à Educação e à Saúde; 25-452525-82221809-025710.33361/RPQ.v.10.n.23reponame:Revista Pesquisa Qualitativa (Online)instname:Sociedade Brasileira de Estudos e Pesquisa Qualitativos (SE&PQ)instacron:SE&PQporhttps://editora.sepq.org.br/rpq/article/view/480/310Copyright (c) 2022 Revista Pesquisa Qualitativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBertoti da Cunha, Fanleyde Freitas, Kelma CristinaFranzoni Pescumo, Fernandados Santos, Ivan Luís2022-06-15T19:32:21Zoai:editora.sepq.org.br:article/480Revistahttps://editora.sepq.org.br/index.php/rpq/indexONGhttps://editora.sepq.org.br/index.php/rpq/oai||revista.rpq@gmail.com2525-82221809-0257opendoar:2022-06-15T19:32:21Revista Pesquisa Qualitativa (Online) - Sociedade Brasileira de Estudos e Pesquisa Qualitativos (SE&PQ)false
dc.title.none.fl_str_mv The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
Os estudantes do ensino médio integrado falam! Percepções sobre atividades remotas realizadas durante a pandemia de COVID 19
title The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
spellingShingle The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
Bertoti da Cunha, Fanley
title_short The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
title_full The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
title_fullStr The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
title_full_unstemmed The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
title_sort The student´s integrated technical courses voice! Perceptions about remote activities during the COVID 19 pandemic
author Bertoti da Cunha, Fanley
author_facet Bertoti da Cunha, Fanley
de Freitas, Kelma Cristina
Franzoni Pescumo, Fernanda
dos Santos, Ivan Luís
author_role author
author2 de Freitas, Kelma Cristina
Franzoni Pescumo, Fernanda
dos Santos, Ivan Luís
author2_role author
author
author
dc.contributor.author.fl_str_mv Bertoti da Cunha, Fanley
de Freitas, Kelma Cristina
Franzoni Pescumo, Fernanda
dos Santos, Ivan Luís
description The aim of this study is to investigate the students' perceptions regarding access to Emergency Remote Education (ERE) during the Covid-19 pandemic. Students were from two integrated courses from a campus of IFSP. During the offer of the ERE, teachers proposed non-obligatory complementary activities (NOCAs) to the students. In addition, they sent digital questionnaires referring to NOCAs. Students’ responses were qualitatively explored with the Content Analysis technique, using NVivo® software. We identified three categories through the questionnaire exploration: (anti)conditions of studies in pandemic reality, (contra)conditions of teacher pedagogical support, and (re)production of school holes and school knowledge. We consider that in a moment of suspension of face-to-face activities, the NOCAs allowed the maintenance of school bonds with the students. However, this interaction requires evaluation to avoid a banking model of education. Keywords: Integrated Professional Education; Emergency Remote Education; Federal Institute; Access to education.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-30
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://editora.sepq.org.br/rpq/article/view/480
10.33361/RPQ.2022.v.10.n.23.480
url https://editora.sepq.org.br/rpq/article/view/480
identifier_str_mv 10.33361/RPQ.2022.v.10.n.23.480
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://editora.sepq.org.br/rpq/article/view/480/310
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Pesquisa Qualitativa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Pesquisa Qualitativa
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 Sociedade de Estudos e Pesquisas Qualitativos - SE&PQ
publisher.none.fl_str_mv Sociedade de Estudos e Pesquisas Qualitativos - SE&PQ
dc.source.none.fl_str_mv Qualitative Research Journal ; Vol. 10 No. 23 (2022): Pesquisa Qualitativa: contribuições à Educação e à Saúde; 25-45
Revista Pesquisa Qualitativa; v. 10 n. 23 (2022): Pesquisa Qualitativa: contribuições à Educação e à Saúde; 25-45
2525-8222
1809-0257
10.33361/RPQ.v.10.n.23
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instname_str Sociedade Brasileira de Estudos e Pesquisa Qualitativos (SE&PQ)
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reponame_str Revista Pesquisa Qualitativa (Online)
collection Revista Pesquisa Qualitativa (Online)
repository.name.fl_str_mv Revista Pesquisa Qualitativa (Online) - Sociedade Brasileira de Estudos e Pesquisa Qualitativos (SE&PQ)
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