A afetividade no ensino remoto emergencial: revisão integrativa
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFAM |
Texto Completo: | http://riu.ufam.edu.br/handle/prefix/7023 |
Resumo: | The advent of Emergency Remote Teaching in Education in our country during the COVID-19 pandemic, intensified the various challenges for the practice of education professionals who envisage a socially referenced educational process. Given this context, the schooling trajectories experienced during this period accentuated a critical look at the learning process, considering the social, cultural and historical aspects impacting the subject's learning and psychosocial development. In view of the above, this research investigated the importance of affection in the teacher-student relationship during emergency remote teaching through an integrative review of national research. For this, a survey of the productions in the Google Scholar database, dated from 2020-2022, was carried out, using the descriptors Emergency Remote Teaching AND Affectivity AND Teacher-student relationship. As a result, it is clear that the CoViD-19 pandemic has impacted teaching in many ways, not allowing structure for both the teacher and the students. The lack of face-to-face contact hindered the development of interactions and limited the teaching-learning process, as well as the lack of quality in the technologies. Being a crucial factor for participation during remote classes. In general, it can be concluded that the development of affective bonds during remote teaching was fundamental for the permanence and reception of students throughout the ERE, as it allowed students to actively participate and become subjects of their learning during the atypical scenario we experience. |
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A afetividade no ensino remoto emergencial: revisão integrativaAffectivity in emergency remote teaching: integrative reviewEnsino remoto emergencialAfetividadeRelação professor-alunoCIENCIAS HUMANAS: EDUCACAOProfessores e alunosEducação afetivaEnsino via WebThe advent of Emergency Remote Teaching in Education in our country during the COVID-19 pandemic, intensified the various challenges for the practice of education professionals who envisage a socially referenced educational process. Given this context, the schooling trajectories experienced during this period accentuated a critical look at the learning process, considering the social, cultural and historical aspects impacting the subject's learning and psychosocial development. In view of the above, this research investigated the importance of affection in the teacher-student relationship during emergency remote teaching through an integrative review of national research. For this, a survey of the productions in the Google Scholar database, dated from 2020-2022, was carried out, using the descriptors Emergency Remote Teaching AND Affectivity AND Teacher-student relationship. As a result, it is clear that the CoViD-19 pandemic has impacted teaching in many ways, not allowing structure for both the teacher and the students. The lack of face-to-face contact hindered the development of interactions and limited the teaching-learning process, as well as the lack of quality in the technologies. Being a crucial factor for participation during remote classes. In general, it can be concluded that the development of affective bonds during remote teaching was fundamental for the permanence and reception of students throughout the ERE, as it allowed students to actively participate and become subjects of their learning during the atypical scenario we experience.O advento do Ensino Remoto Emergencial na Educação no nosso país durante a pandemia da COVID-19, intensificou os diversos desafios para a prática de profissionais da educação que vislumbram um processo educativo socialmente referenciado. Diante desse contexto, as trajetórias de escolarização vivenciadas nesse período acentuaram o olhar crítico sobre o processo do aprender considerando os aspectos sociais, culturais e históricos impactando a aprendizagem e o desenvolvimento psicossocial do sujeito. Frente o exposto, a presente pesquisa investigou a importância do afeto na relação professor-aluno durante a realização do ensino remoto emergencial por meio de uma revisão integrativa das pesquisas nacionais. Para isto, foi feito um levantamento das produções na base de dados Google Acadêmico, datados de 2020-2022, utilizando os descritores Ensino Remoto Emergencial AND Afetividade AND Relação professor-aluno. Como resultado, percebe-se que a pandemia da CoViD-19 impactou o ensino de diversas maneiras, não possibilitando estrutura tanto para o professor, quanto para os estudantes. A falta de contato presencial prejudicou o desenvolvimento das interações e limitou o processo de ensino-aprendizagem, bem como a falta de qualidade nas tecnologias. Sendo como fator crucial para a participação durante as aulas remotas. Em geral, pode-se concluir que o desenvolvimento dos vínculos afetivos durante o ensino remoto, foi fundamental para a permanência e para o acolhimento dos estudantes ao longo do ERE, pois possibilitou aos estudantes que participassem ativamente e tornarem-se sujeitos do seu aprendizado durante o cenário atípico que vivenciamos.3SimFiz pelo telefone, as vezes aparecia campos a mais do o que necessário.BrasilFACED - Faculdade de EducaçãoManaus (AM)Pedagogia - Licenciatura - ManausMezzalira, Adinete Sousa da Costa6144105755390194Cavalcanti, Francisca Maria CoelhoSoares, Barbara dos Santos2023-10-06T18:10:49Z2023-10-06T18:10:49Z2023-06-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisSOARES, Barbara dos Santos. A afetividade no ensino remoto emergencial: revisão integrativa. 2023. 41f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia) - Universidade Federal do Amazonas, Manaus, 2023.http://riu.ufam.edu.br/handle/prefix/7023porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFAMinstname:Universidade Federal do Amazonas (UFAM)instacron:UFAM2023-10-06T18:13:23Zoai:localhost:prefix/7023Repositório InstitucionalPUBhttp://riu.ufam.edu.br/oai/requestopendoar:2023-10-06T18:13:23Repositório Institucional da UFAM - Universidade Federal do Amazonas (UFAM)false |
dc.title.none.fl_str_mv |
A afetividade no ensino remoto emergencial: revisão integrativa Affectivity in emergency remote teaching: integrative review |
title |
A afetividade no ensino remoto emergencial: revisão integrativa |
spellingShingle |
A afetividade no ensino remoto emergencial: revisão integrativa Soares, Barbara dos Santos Ensino remoto emergencial Afetividade Relação professor-aluno CIENCIAS HUMANAS: EDUCACAO Professores e alunos Educação afetiva Ensino via Web |
title_short |
A afetividade no ensino remoto emergencial: revisão integrativa |
title_full |
A afetividade no ensino remoto emergencial: revisão integrativa |
title_fullStr |
A afetividade no ensino remoto emergencial: revisão integrativa |
title_full_unstemmed |
A afetividade no ensino remoto emergencial: revisão integrativa |
title_sort |
A afetividade no ensino remoto emergencial: revisão integrativa |
author |
Soares, Barbara dos Santos |
author_facet |
Soares, Barbara dos Santos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mezzalira, Adinete Sousa da Costa 6144105755390194 Cavalcanti, Francisca Maria Coelho |
dc.contributor.author.fl_str_mv |
Soares, Barbara dos Santos |
dc.subject.por.fl_str_mv |
Ensino remoto emergencial Afetividade Relação professor-aluno CIENCIAS HUMANAS: EDUCACAO Professores e alunos Educação afetiva Ensino via Web |
topic |
Ensino remoto emergencial Afetividade Relação professor-aluno CIENCIAS HUMANAS: EDUCACAO Professores e alunos Educação afetiva Ensino via Web |
description |
The advent of Emergency Remote Teaching in Education in our country during the COVID-19 pandemic, intensified the various challenges for the practice of education professionals who envisage a socially referenced educational process. Given this context, the schooling trajectories experienced during this period accentuated a critical look at the learning process, considering the social, cultural and historical aspects impacting the subject's learning and psychosocial development. In view of the above, this research investigated the importance of affection in the teacher-student relationship during emergency remote teaching through an integrative review of national research. For this, a survey of the productions in the Google Scholar database, dated from 2020-2022, was carried out, using the descriptors Emergency Remote Teaching AND Affectivity AND Teacher-student relationship. As a result, it is clear that the CoViD-19 pandemic has impacted teaching in many ways, not allowing structure for both the teacher and the students. The lack of face-to-face contact hindered the development of interactions and limited the teaching-learning process, as well as the lack of quality in the technologies. Being a crucial factor for participation during remote classes. In general, it can be concluded that the development of affective bonds during remote teaching was fundamental for the permanence and reception of students throughout the ERE, as it allowed students to actively participate and become subjects of their learning during the atypical scenario we experience. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-06T18:10:49Z 2023-10-06T18:10:49Z 2023-06-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
format |
bachelorThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SOARES, Barbara dos Santos. A afetividade no ensino remoto emergencial: revisão integrativa. 2023. 41f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia) - Universidade Federal do Amazonas, Manaus, 2023. http://riu.ufam.edu.br/handle/prefix/7023 |
identifier_str_mv |
SOARES, Barbara dos Santos. A afetividade no ensino remoto emergencial: revisão integrativa. 2023. 41f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia) - Universidade Federal do Amazonas, Manaus, 2023. |
url |
http://riu.ufam.edu.br/handle/prefix/7023 |
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por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Brasil FACED - Faculdade de Educação Manaus (AM) Pedagogia - Licenciatura - Manaus |
publisher.none.fl_str_mv |
Brasil FACED - Faculdade de Educação Manaus (AM) Pedagogia - Licenciatura - Manaus |
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reponame:Repositório Institucional da UFAM instname:Universidade Federal do Amazonas (UFAM) instacron:UFAM |
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Universidade Federal do Amazonas (UFAM) |
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UFAM |
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UFAM |
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Repositório Institucional da UFAM |
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Repositório Institucional da UFAM |
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Repositório Institucional da UFAM - Universidade Federal do Amazonas (UFAM) |
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