CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) |
Texto Completo: | http://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/15344 |
Resumo: | The COVID-19 pandemic required the migration from face-to-face classes to remote teaching, generating much discussion about the quality of emergency education, especially since remote teaching is a recent modality, being confused with other forms of online education, such as distance learning. In this research, we tried to identify the strengths and weaknesses, in reports from undergraduate professors, in the application of remote classes during the COVID-19 pandemic in the first semester of 2020. For that, a qualitative research was carried out in two stages. One, a bibliographic study differentiating remote education, distance learning, hybrid teaching and digital education, based on Bacich, Tanzi Neto and Trevisani (2015), Valente (2015), Moreira and Schlemmer (2020) and Moreira, Henriques and Barros (2020); and an online questionnaire was also applied to the participating professors, consisting of personal data, and 18 questions being six closed and 12 open. The analysis of the answers made it possible to identify as potentialities of remote classes the communication and the quality interaction between teachers and students, as well as between the last ones and their peers. The mastery of digital tools and resources appears to be decisive for this proximity relationship. However, the lack of exposure of students during the meetings, the drop in attendance, aggravated by the lack of quality access to the digital medium, are weaknesses of the remote model. For quality digital education to take place, these issues need to be addressed with a curriculum and teacher training focused on innovation and meaningful learning, as well as with lesson planning consistent with the particularities of remote education. |
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CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidadesREMOTE TEACHING DURING PANDEMIC: strengths and weaknessesAULAS REMOTAS NAS LICENCIATURAS DURANTE A PANDEMIA: fragilidades e potencialidadesEducación superiorCOVID-19Enseñanza en líneaEducação SuperiorCOVID-19Ensino RemotoAulas remotas no Ensino SuperiorHigher EducationCOVID-19Remote EducationThe COVID-19 pandemic required the migration from face-to-face classes to remote teaching, generating much discussion about the quality of emergency education, especially since remote teaching is a recent modality, being confused with other forms of online education, such as distance learning. In this research, we tried to identify the strengths and weaknesses, in reports from undergraduate professors, in the application of remote classes during the COVID-19 pandemic in the first semester of 2020. For that, a qualitative research was carried out in two stages. One, a bibliographic study differentiating remote education, distance learning, hybrid teaching and digital education, based on Bacich, Tanzi Neto and Trevisani (2015), Valente (2015), Moreira and Schlemmer (2020) and Moreira, Henriques and Barros (2020); and an online questionnaire was also applied to the participating professors, consisting of personal data, and 18 questions being six closed and 12 open. The analysis of the answers made it possible to identify as potentialities of remote classes the communication and the quality interaction between teachers and students, as well as between the last ones and their peers. The mastery of digital tools and resources appears to be decisive for this proximity relationship. However, the lack of exposure of students during the meetings, the drop in attendance, aggravated by the lack of quality access to the digital medium, are weaknesses of the remote model. For quality digital education to take place, these issues need to be addressed with a curriculum and teacher training focused on innovation and meaningful learning, as well as with lesson planning consistent with the particularities of remote education.La pandemia del COVID-19 ha exigido el cambio de las clases presenciales para la enseñanza en línea creando discusión acerca de la calidad de la educacion emergencial porque esa es una modalidad reciente, por veces confundida con enseñanza on-line y educación a distancia. En esta investigación se ha buscado identificar las potencialidades y debilidades, en relatos de professores de licenciatura, en la aplicabilidad de clases en línea durante la pandemia del primer semestre de 2020. Así, se ha hecho una investigación calitativa en dos etapas: un estudio bibliográfico diferenciando clases en línea, educación a distancia, enseñanza híbrida y educación digital basado en Bacich, Tanzi Neto y Trevisani (2015), Valente (2015), Moreira y Schlemmer (2020) y Moreira, Henriques y Barros (2020); también se ha aplicado al profesorado participante un cuestionario on-line, compuesto por datos personales, seis cuestiones cerradas y 12 abiertas. Dicho análisis ha posibilitado identificar potencialidades de las clases en línea, la comunicación y la interacción de calidad entre docentes y estudiantes y sus pares. El dominio de herramientas y recursos digitales aparece como crucial para el acercamiento. Sin embargo, la falta de exposición de los estudiantes en las clases, la disminución de la frecuencia, empeorado por la deficiencia de acceso de calidad en el medio digital, son debilidades de este modelo. Para su efectividad, esas cuestiones necesitan ser afrontadas con un currículum y capacitación docente orientada hacia la innovación y el aprendizaje significativo, así como una planificación de clases coherente con las particularidades de la enseñanza en línea.A pandemia da COVID-19 exigiu a migração das aulas presenciais para o ensino remoto, gerando muita discussão sobre a qualidade da educação emergencial, especialmente porque a aula remota é uma modalidade recente, sendo confundida com outras formas de ensino on-line, como a educação a distância. Nesta pesquisa, procurou-se identificar as potencialidades e fragilidades, em relatos de professores de licenciatura, na aplicação de aulas remotas durante a pandemia da COVID-19 no primeiro semestre de 2020. Para isso, realizou-se uma pesquisa qualitativa em duas etapas: um estudo bibliográfico diferenciando aula remota, educação a distância, ensino híbrido e educação digital, baseado em Bacich, Tanzi Neto e Trevisani (2015), Valente (2015), Moreira e Schlemmer (2020) e Moreira, Henriques e Barros (2020); também aplicou-se aos docentes participantes um questionário on-line, composto por dados pessoais, seis questões fechadas e 12 abertas. A análise das respostas possibilitou identificar como potencialidades das aulas remotas a comunicação e a interação de qualidade entre docentes e estudantes, bem como entre os últimos e os pares. O domínio de ferramentas e recursos digitais aparecem como decisivos para essa relação de proximidade. Entretanto, a falta de exposição dos estudantes durante os encontros, a queda da frequência, agravada pela carência de acesso de qualidade ao meio digital, são fragilidades do modelo remoto. Para que se efetive uma educação digital de qualidade, essas questões precisam ser enfrentadas com um currículo e formação docente focados na inovação e na aprendizagem significativa, bem como com planejamento de aulas coerente com as particularidades do ensino remoto. Universidade Federal do Maranhão2022-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa de campo; Pesquisa Bibliográficaapplication/pdfhttp://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/1534410.18764/2178-2229v29n1.2022.2Cadernos de Pesquisa; v. 29, n. 1, jan./mar. 2022 - INCLUI DOSSIÊ: A ESCOLA PÚBLICA NO CONTEXTO DO NEOLIBERALISMO; 33-582178-22290102-4175reponame:Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online)instname:Universidade Federal do Maranhão (UFMA)instacron:UFMAporhttp://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/15344/10301Copyright (c) 2022 Cadernos de Pesquisahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessGomes, Yasmin LeonKretzmann, Caroline Pedroso, Daniele Saheb2022-09-30T18:28:19Zoai:ojs.pkp.sfu.ca:article/15344Revistahttp://www.periodicoseletronicos.ufma.br/index.php/cadernosdepesquisaPUBhttp://www.periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/oaicadernosdepesquisa@ufma.br||gaepp.ufma96@gmail.com2178-22290102-4175opendoar:2024-05-21T19:54:14.334876Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) - Universidade Federal do Maranhão (UFMA)true |
dc.title.none.fl_str_mv |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades REMOTE TEACHING DURING PANDEMIC: strengths and weaknesses AULAS REMOTAS NAS LICENCIATURAS DURANTE A PANDEMIA: fragilidades e potencialidades |
title |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades |
spellingShingle |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades Gomes, Yasmin Leon Educación superior COVID-19 Enseñanza en línea Educação Superior COVID-19 Ensino Remoto Aulas remotas no Ensino Superior Higher Education COVID-19 Remote Education |
title_short |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades |
title_full |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades |
title_fullStr |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades |
title_full_unstemmed |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades |
title_sort |
CLASES EN LÍNEA EN LAS LICENCIATURAS A LO LARGO DE LA PANDEMIA: debilidades y potencialidades |
author |
Gomes, Yasmin Leon |
author_facet |
Gomes, Yasmin Leon Kretzmann, Caroline Pedroso, Daniele Saheb |
author_role |
author |
author2 |
Kretzmann, Caroline Pedroso, Daniele Saheb |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Gomes, Yasmin Leon Kretzmann, Caroline Pedroso, Daniele Saheb |
dc.subject.por.fl_str_mv |
Educación superior COVID-19 Enseñanza en línea Educação Superior COVID-19 Ensino Remoto Aulas remotas no Ensino Superior Higher Education COVID-19 Remote Education |
topic |
Educación superior COVID-19 Enseñanza en línea Educação Superior COVID-19 Ensino Remoto Aulas remotas no Ensino Superior Higher Education COVID-19 Remote Education |
description |
The COVID-19 pandemic required the migration from face-to-face classes to remote teaching, generating much discussion about the quality of emergency education, especially since remote teaching is a recent modality, being confused with other forms of online education, such as distance learning. In this research, we tried to identify the strengths and weaknesses, in reports from undergraduate professors, in the application of remote classes during the COVID-19 pandemic in the first semester of 2020. For that, a qualitative research was carried out in two stages. One, a bibliographic study differentiating remote education, distance learning, hybrid teaching and digital education, based on Bacich, Tanzi Neto and Trevisani (2015), Valente (2015), Moreira and Schlemmer (2020) and Moreira, Henriques and Barros (2020); and an online questionnaire was also applied to the participating professors, consisting of personal data, and 18 questions being six closed and 12 open. The analysis of the answers made it possible to identify as potentialities of remote classes the communication and the quality interaction between teachers and students, as well as between the last ones and their peers. The mastery of digital tools and resources appears to be decisive for this proximity relationship. However, the lack of exposure of students during the meetings, the drop in attendance, aggravated by the lack of quality access to the digital medium, are weaknesses of the remote model. For quality digital education to take place, these issues need to be addressed with a curriculum and teacher training focused on innovation and meaningful learning, as well as with lesson planning consistent with the particularities of remote education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa de campo; Pesquisa Bibliográfica |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/15344 10.18764/2178-2229v29n1.2022.2 |
url |
http://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/15344 |
identifier_str_mv |
10.18764/2178-2229v29n1.2022.2 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/15344/10301 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Cadernos de Pesquisa http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Cadernos de Pesquisa http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.source.none.fl_str_mv |
Cadernos de Pesquisa; v. 29, n. 1, jan./mar. 2022 - INCLUI DOSSIÊ: A ESCOLA PÚBLICA NO CONTEXTO DO NEOLIBERALISMO; 33-58 2178-2229 0102-4175 reponame:Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) instname:Universidade Federal do Maranhão (UFMA) instacron:UFMA |
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Universidade Federal do Maranhão (UFMA) |
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UFMA |
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UFMA |
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Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) |
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Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) |
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Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) - Universidade Federal do Maranhão (UFMA) |
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