Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana

Detalhes bibliográficos
Autor(a) principal: Coelho, Karolayne Araújo
Data de Publicação: 2021
Tipo de documento: Trabalho de conclusão de curso
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
Texto Completo: http://www.repositorio.ufc.br/handle/riufc/63004
Resumo: In the context of the COVID-19 pandemic, educational institutions were challenged with Emergency Remote Education (ERE), which highlighted several issues, on the teachers side about the use of digital technologies and, on the of students side, the digital exclusion, that reveals social inequalities.This work aims to investigate Geography teachers and their suitability for Remote Emergency Teaching. The specific objectives are to understand the context of the pandemic, analyze the presence of technologies in education laws and public policies, and investigate the challenges faced by geography teachers at the ERE. As the methodology, the following steps were carried out: bibliographical research on the themes: teaching technologies, the COVID- 19 pandemic and the challenges faced by teachers during this period; consultations on the website of the Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação (CETIC), where researches are helded about the levels of access to technology and resources of Brazilians, as well the difficulties encountered by students in the ERE; elaboration of a questionnaire with 10 questions for Geography teachers of Basic Education in the city of Fortaleza and Metropolitan Region. At the same time, observations in the Geography classes of three professors; and conducting interviews with guidelines with three geography teachers from the basic network. It was possible to observe that the presence of technologies in laws and public policies does not guarantee access – for teachers and students – or training for teachers. Several difficulties faced by teachers in adapting to Emergency Remote Teaching were pointed out, among them the lack of responses from students, the difficulty of limiting working hours, the increase in bureaucracy and work, in addition to the inequality of access on the part of the students. Despite all this, most teachers who responded to the questionnaire appeared to be trying to adapt to the ERE by researching on their own to create methodologies that would make classes more dynamic, learning more interesting and arousing student interest at this very difficult time.
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spelling Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região MetropolitanaEnsino remoto emergencialEnsino de GeografiaCovid-19DocênciaIn the context of the COVID-19 pandemic, educational institutions were challenged with Emergency Remote Education (ERE), which highlighted several issues, on the teachers side about the use of digital technologies and, on the of students side, the digital exclusion, that reveals social inequalities.This work aims to investigate Geography teachers and their suitability for Remote Emergency Teaching. The specific objectives are to understand the context of the pandemic, analyze the presence of technologies in education laws and public policies, and investigate the challenges faced by geography teachers at the ERE. As the methodology, the following steps were carried out: bibliographical research on the themes: teaching technologies, the COVID- 19 pandemic and the challenges faced by teachers during this period; consultations on the website of the Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação (CETIC), where researches are helded about the levels of access to technology and resources of Brazilians, as well the difficulties encountered by students in the ERE; elaboration of a questionnaire with 10 questions for Geography teachers of Basic Education in the city of Fortaleza and Metropolitan Region. At the same time, observations in the Geography classes of three professors; and conducting interviews with guidelines with three geography teachers from the basic network. It was possible to observe that the presence of technologies in laws and public policies does not guarantee access – for teachers and students – or training for teachers. Several difficulties faced by teachers in adapting to Emergency Remote Teaching were pointed out, among them the lack of responses from students, the difficulty of limiting working hours, the increase in bureaucracy and work, in addition to the inequality of access on the part of the students. Despite all this, most teachers who responded to the questionnaire appeared to be trying to adapt to the ERE by researching on their own to create methodologies that would make classes more dynamic, learning more interesting and arousing student interest at this very difficult time.No contexto da pandemia da COVID-19, as instituições de ensino foram desafiadas com o Ensino Remoto Emergencial (ERE), o que evidenciou diversas dificuldades entre os professores quanto ao uso das tecnologias digitais e, por parte dos alunos, a exclusão digital, o que revela desigualdades sociais. Este trabalho tem como objetivo geral investigar a adequação dos professores de Geografia ao Ensino Remoto Emergencial. Como objetivos específicos, buscou-se compreender o contexto da pandemia – como se iniciou e seus impactos, analisar a presença das tecnologias nas leis e políticas públicas do ensino e investigar os desafios enfrentados pelos professores de Geografia no ERE. Como metodologia foram realizadas as seguintes etapas: pesquisa bibliográfica sobre as temáticas tecnologias no ensino, a pandemia da COVID-19 e os desafios enfrentados pelos professores nesse período; consultas ao site do Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação (CETIC), onde são realizadas pesquisas sobre os níveis de acesso à tecnologia e recursos dos brasileiros, bem como as dificuldades encontradas pelos alunos no ERE; elaboração de um questionário com 10 perguntas para professores de Geografia da Educação Básica da cidade de Fortaleza e Região Metropolitana. Paralelamente, observações nas aulas de Geografia de três professores; e realização de entrevistas com pautas com três professores de Geografia da rede básica. Foi possível observar que a presença das tecnologias nas leis e políticas públicas não garantem o acesso – para professores e alunos – ou a formação por parte dos docentes. Foram apontadas diversas dificuldades enfrentadas pelos professores para a sua adequação ao Ensino Remoto Emergencial, dentre elas a falta de respostas dos alunos, a dificuldade de limitar o horário de trabalho, o aumento da burocracia e do trabalho, além da desigualdade de acesso por parte dos alunos. Apesar de tudo isso, a maioria dos professores que responderam ao questionário aparentavam estar tentando se adequar ao ERE a partir de pesquisas por contra própria para a criação de metodologias que tornassem as aulas mais dinâmicas, o aprendizado mais interessante e que despertassem o interesse dos alunos nesse momento tão difícil.Barbosa, Maria Edivani SilvaCoelho, Karolayne Araújo2021-12-14T17:43:26Z2021-12-14T17:43:26Z2021info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisapplication/pdfCOELHO, Karolayne Araújo. Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana. 2021. 49 f. Trabalho de Conclusão de Curso (Licenciatura em Geografia) - Universidade Federal do Ceará, Fortaleza, 2021.http://www.repositorio.ufc.br/handle/riufc/63004porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2021-12-17T12:35:56Zoai:repositorio.ufc.br:riufc/63004Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:22:24.080710Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
title Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
spellingShingle Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
Coelho, Karolayne Araújo
Ensino remoto emergencial
Ensino de Geografia
Covid-19
Docência
title_short Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
title_full Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
title_fullStr Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
title_full_unstemmed Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
title_sort Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana
author Coelho, Karolayne Araújo
author_facet Coelho, Karolayne Araújo
author_role author
dc.contributor.none.fl_str_mv Barbosa, Maria Edivani Silva
dc.contributor.author.fl_str_mv Coelho, Karolayne Araújo
dc.subject.por.fl_str_mv Ensino remoto emergencial
Ensino de Geografia
Covid-19
Docência
topic Ensino remoto emergencial
Ensino de Geografia
Covid-19
Docência
description In the context of the COVID-19 pandemic, educational institutions were challenged with Emergency Remote Education (ERE), which highlighted several issues, on the teachers side about the use of digital technologies and, on the of students side, the digital exclusion, that reveals social inequalities.This work aims to investigate Geography teachers and their suitability for Remote Emergency Teaching. The specific objectives are to understand the context of the pandemic, analyze the presence of technologies in education laws and public policies, and investigate the challenges faced by geography teachers at the ERE. As the methodology, the following steps were carried out: bibliographical research on the themes: teaching technologies, the COVID- 19 pandemic and the challenges faced by teachers during this period; consultations on the website of the Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação (CETIC), where researches are helded about the levels of access to technology and resources of Brazilians, as well the difficulties encountered by students in the ERE; elaboration of a questionnaire with 10 questions for Geography teachers of Basic Education in the city of Fortaleza and Metropolitan Region. At the same time, observations in the Geography classes of three professors; and conducting interviews with guidelines with three geography teachers from the basic network. It was possible to observe that the presence of technologies in laws and public policies does not guarantee access – for teachers and students – or training for teachers. Several difficulties faced by teachers in adapting to Emergency Remote Teaching were pointed out, among them the lack of responses from students, the difficulty of limiting working hours, the increase in bureaucracy and work, in addition to the inequality of access on the part of the students. Despite all this, most teachers who responded to the questionnaire appeared to be trying to adapt to the ERE by researching on their own to create methodologies that would make classes more dynamic, learning more interesting and arousing student interest at this very difficult time.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-14T17:43:26Z
2021-12-14T17:43:26Z
2021
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 COELHO, Karolayne Araújo. Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana. 2021. 49 f. Trabalho de Conclusão de Curso (Licenciatura em Geografia) - Universidade Federal do Ceará, Fortaleza, 2021.
http://www.repositorio.ufc.br/handle/riufc/63004
identifier_str_mv COELHO, Karolayne Araújo. Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana. 2021. 49 f. Trabalho de Conclusão de Curso (Licenciatura em Geografia) - Universidade Federal do Ceará, Fortaleza, 2021.
url http://www.repositorio.ufc.br/handle/riufc/63004
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Institucional da Universidade Federal do Ceará (UFC)
instname:Universidade Federal do Ceará (UFC)
instacron:UFC
instname_str Universidade Federal do Ceará (UFC)
instacron_str UFC
institution UFC
reponame_str Repositório Institucional da Universidade Federal do Ceará (UFC)
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repository.name.fl_str_mv Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)
repository.mail.fl_str_mv bu@ufc.br || repositorio@ufc.br
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