EMERGENCY REMOTE EDUCATION: CONTEXTS OF THE DOCTORATES IN EDUCATION IN AMAZONAS

• Autor(a) principal: Medeiros, Josué Cordovil
• Data de Publicação: 2021
• Outros Autores: Andrade, Alexandra Nascimento de, Costa, Maria Leogete Joca da, Ghedin , Evandro Luis
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12794
• topic: Aprendizaje a distancia de emergencia; Plataformas digitales; Tecnologías digitales; Emergency Remote Learning; Digital Platforms; Digital Technologies; Ensino Remoto Emergencial; Plataformas digitais; Tecnologias Digitais

This work was guided by the following question: How the doctoral students of programs in Education in Amazonas experienced the challenges of the ERE (Emergency Remote Education) and what actions they suggested to better meet their local reality in times of the Covid-19 pandemic? Its purpose was to reflect on the "remote teaching-with-digital technologies", in the context of the PhD courses in Education, of the Postgraduate Program in Education - PPGE, of the Federal University of Amazonas (UFAM), and the PhD course in Education in the Amazon, of the Postgraduate Program in Education in the Amazon - PGEDA, offered as a network, formed by nine universities in Northern Brazil, among them the Federal University of Amazonas (UFAM) and the Amazonas State University (UEA). The study is anchored in the precepts of descriptive research based on Fonseca (2010), whose reflections on the Emergency Remote Learning (ERE) allowed unveiling looks at the challenges, overcomes and obstacles in the Post-Graduation scenario. The data collection occurred through the Google form, through link shared WhatsApp. The results obtained pointed out difficulties regarding education virtual environments, both by teachers and students - a factor to be overcome in the experiences with the ERE. And for a better systematization and understanding of the findings regarding the problems, it was organized in two categories: 1) Challenges concerning the ERE and 2) Actions to be inserted in the pedagogical practices with DE, from which were extracted the subcategories called: connection difficulties, "didactics with DE" and interaction in the ERE.