Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets

Detalhes bibliográficos
Autor(a) principal: de Castro e Silva, Matheus
Data de Publicação: 2021
Outros Autores: Souza Silva, Penha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Devir Educação
Texto Completo: https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/396
Resumo: The Information and Communication Technologies (ICT) access in undergraduated courses is a way of enabling remote higher education in different institutions and universities. This process changes the disciplines’ didactic plans, in order to transpose face-to-face activities into asynchronous practices and synchronous meetings. In this paper, we discuss how the planning of a set of initial training activities for Chemistry teachers and Pedagogy undergraduates was modified for remote education, contemplating ICT and its potential. Initially, we present an overview of the pandemic context and emergency remote teaching policies at the Universidade Federal de Minas Gerais (UFMG) – where data were collected from a discipline in which eighteen undergraduates participated. From the participation of these undergraduates in asynchronous activities and synchronous meetings, we realized the possibilities of each ICT for the initial training of teachers. Furthermore, making a parallel between the presential and remote plans, we highlight the loss of investigative aspects of the activities and the need for studies involving curricular proposals involving remote teaching, ICT and investigative contexts in teacher education.
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spelling Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assetsParalelismo entre los planes de actividades presenciales y remotos en la formación inicial de profesores de química que impliquen la conservación y restauración de bienes culturalesParalelo entre planejamentos de atividades presenciais e remotas na formação inicial de professores de química envolvendo a conservação e restauração de bens culturaisTICplanejamento didáticoconservação de bens culturaisformação de professoresensino remotoICTdidactic planningcultural assets conservationteacher trainingremote learningTICplanificación didácticaconservación de bienes culturalesformación de profesoresenseñanza a distanciaThe Information and Communication Technologies (ICT) access in undergraduated courses is a way of enabling remote higher education in different institutions and universities. This process changes the disciplines’ didactic plans, in order to transpose face-to-face activities into asynchronous practices and synchronous meetings. In this paper, we discuss how the planning of a set of initial training activities for Chemistry teachers and Pedagogy undergraduates was modified for remote education, contemplating ICT and its potential. Initially, we present an overview of the pandemic context and emergency remote teaching policies at the Universidade Federal de Minas Gerais (UFMG) – where data were collected from a discipline in which eighteen undergraduates participated. From the participation of these undergraduates in asynchronous activities and synchronous meetings, we realized the possibilities of each ICT for the initial training of teachers. Furthermore, making a parallel between the presential and remote plans, we highlight the loss of investigative aspects of the activities and the need for studies involving curricular proposals involving remote teaching, ICT and investigative contexts in teacher education.La inclusión de las Tecnologías de la Información y la Comunicación (TIC) en las titulaciones fue una forma de posibilitar la educación superior remota en diferentes instituciones y universidades. Esta inclusión hizo cambiar los planes de las disciplinas, con el fin de transponer las actividades presenciales en prácticas asincrónicas y reuniones sincrónicas. En este relato de experiencia se comenta cómo se modificó la planificación de un conjunto de actividades de formación inicial para profesores de Química y licenciados en Pedagogía para la educación a distancia, contemplando las TIC y sus potencialidades. Inicialmente, presentamos un panorama general del contexto de la pandemia y las políticas de enseñanza remota de emergencia en la Universidade Federal de Minas Gerais (UFMG), donde se realizó la recolección de datos de una asignatura optativa con la participación de dieciocho estudiantes universitarios. A partir de la participación de estos estudiantes en actividades asincrónicas y reuniones sincrónicas, nos dimos cuenta de las posibilidades de cada TIC para la formación inicial de los docentes. Además, haciendo un paralelismo entre los planes presencial y remoto, destacamos la pérdida de aspectos investigativos de las actividades y la necesidad de estudios sobre propuestas curriculares que involucren la enseñanza a distancia, las TIC y los contextos investigativos en la formación del profesorado.A inclusão das Tecnologias de Informação e Comunicação (TIC) nas licenciaturas ocorreu como forma de possibilitar um ensino superior remoto em diferentes instituições e universidades. Essa inclusão fez com que os planejamentos das disciplinas fossem alterados, de modo a transpor atividades presenciais em práticas assíncronas e encontros síncronos. Neste relato de experiências, discutimos de que forma o planejamento de um conjunto de atividades de formação inicial de professores de Química e licenciandos em Pedagogia foi modificado para o ensino remoto, contemplando as TIC e suas potencialidades. Inicialmente, apresentamos um panorama do contexto pandêmico e das políticas de ensino remoto emergencial da Universidade Federal de Minas Gerais (UFMG) – local onde ocorreu a coleta de dados a partir de uma disciplina optativa com a participação de dezoito licenciandos. A partir da participação desses licenciandos em atividades assíncronas e encontros síncronos, percebemos as possibilidades de cada TIC para a formação inicial de professores. Ademais, fazendo um paralelo entre os planos presenciais e remotos, destacamos a perda de aspectos investigativos das atividades e a necessidade de estudos envolvendo propostas curriculares envolvendo ensino remoto, TIC e contextos investigativos na formação de professores.EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS2021-09-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdftext/htmlhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/39610.30905/rde.v0i0.396Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-117Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-117Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-117Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-1172526-849X10.30905/rde.v0i0reponame:Devir Educaçãoinstname:Universidade Federal de Lavras (UFLA)instacron:UFLAporhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/396/204https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/396/263Copyright (c) 2021 Devir Educaçãoinfo:eu-repo/semantics/openAccessde Castro e Silva, MatheusSouza Silva, Penha2023-12-31T14:04:30Zoai:devireducacao.ded.ufla.br:article/396Revistahttp://devireducacao.ded.ufla.br/index.php/DEVIRPUBhttp://devireducacao.ded.ufla.br/index.php/DEVIR/oaidalvalobo48@gmail.com|| betlinsk49@gmail.com||2526-849X2526-849Xopendoar:2023-12-31T14:04:30Devir Educação - Universidade Federal de Lavras (UFLA)false
dc.title.none.fl_str_mv Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
Paralelismo entre los planes de actividades presenciales y remotos en la formación inicial de profesores de química que impliquen la conservación y restauración de bienes culturales
Paralelo entre planejamentos de atividades presenciais e remotas na formação inicial de professores de química envolvendo a conservação e restauração de bens culturais
title Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
spellingShingle Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
de Castro e Silva, Matheus
TIC
planejamento didático
conservação de bens culturais
formação de professores
ensino remoto
ICT
didactic planning
cultural assets conservation
teacher training
remote learning
TIC
planificación didáctica
conservación de bienes culturales
formación de profesores
enseñanza a distancia
title_short Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
title_full Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
title_fullStr Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
title_full_unstemmed Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
title_sort Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets
author de Castro e Silva, Matheus
author_facet de Castro e Silva, Matheus
Souza Silva, Penha
author_role author
author2 Souza Silva, Penha
author2_role author
dc.contributor.author.fl_str_mv de Castro e Silva, Matheus
Souza Silva, Penha
dc.subject.por.fl_str_mv TIC
planejamento didático
conservação de bens culturais
formação de professores
ensino remoto
ICT
didactic planning
cultural assets conservation
teacher training
remote learning
TIC
planificación didáctica
conservación de bienes culturales
formación de profesores
enseñanza a distancia
topic TIC
planejamento didático
conservação de bens culturais
formação de professores
ensino remoto
ICT
didactic planning
cultural assets conservation
teacher training
remote learning
TIC
planificación didáctica
conservación de bienes culturales
formación de profesores
enseñanza a distancia
description The Information and Communication Technologies (ICT) access in undergraduated courses is a way of enabling remote higher education in different institutions and universities. This process changes the disciplines’ didactic plans, in order to transpose face-to-face activities into asynchronous practices and synchronous meetings. In this paper, we discuss how the planning of a set of initial training activities for Chemistry teachers and Pedagogy undergraduates was modified for remote education, contemplating ICT and its potential. Initially, we present an overview of the pandemic context and emergency remote teaching policies at the Universidade Federal de Minas Gerais (UFMG) – where data were collected from a discipline in which eighteen undergraduates participated. From the participation of these undergraduates in asynchronous activities and synchronous meetings, we realized the possibilities of each ICT for the initial training of teachers. Furthermore, making a parallel between the presential and remote plans, we highlight the loss of investigative aspects of the activities and the need for studies involving curricular proposals involving remote teaching, ICT and investigative contexts in teacher education.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/396
10.30905/rde.v0i0.396
url https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/396
identifier_str_mv 10.30905/rde.v0i0.396
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/396/204
https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/396/263
dc.rights.driver.fl_str_mv Copyright (c) 2021 Devir Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Devir Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS
publisher.none.fl_str_mv EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS
dc.source.none.fl_str_mv Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-117
Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-117
Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-117
Devir Educação; 2021: DEVIR EDUCAÇÃO - EDIÇÃO ESPECIAL; 90-117
2526-849X
10.30905/rde.v0i0
reponame:Devir Educação
instname:Universidade Federal de Lavras (UFLA)
instacron:UFLA
instname_str Universidade Federal de Lavras (UFLA)
instacron_str UFLA
institution UFLA
reponame_str Devir Educação
collection Devir Educação
repository.name.fl_str_mv Devir Educação - Universidade Federal de Lavras (UFLA)
repository.mail.fl_str_mv dalvalobo48@gmail.com|| betlinsk49@gmail.com||
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