Cenários virtuais de aprendizagem como interfaces didático - pedagógicas no ensino fundamental

• Autor(a) principal: Santos, Willian Lima
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/14785
• topic: Educação - Estudo e ensino; Professores - Formação; Tecnologia educacional; Ensino fundamental; Virtual scenarios of learning; Teaching practice; Emergency remote teaching; CIENCIAS HUMANAS::EDUCACAO

In view of the advances resulting from the evolution of digital information and communication technologies (TDIC), and with the improvement of contemporary computerized and networked society, new scenarios of virtual and online interaction appear to improve communication. These scenarios go beyond the limits of its creation and make it possible to use it for several purposes, including educational ones. The empirical experience of this study occurs in the context of the New Coronavirus pandemic (COVID-19), in which physical distance has brought about a new educational model that sought to meet some needs of Basic Education, this is Emergency Remote Education. Taking into account these (re)configurations in education, the present study had as main objective to understand the teaching practices developed in the field of languages during physical distance, from the Virtual Scenarios of Learning (CVA) used in the Emergency Remote Teaching process, in three public elementary schools in Jeremoabo, in the northeast of the state of Bahia. The research has a qualitative approach with a descriptive bias, whose methodology was adapted due to the pandemic. Data collection took place in a virtualized way, so the following means were used for the production of data: semi-structured interview with eight teachers conducted through the WhatsApp application, and documentary analysis of reports issued by municipal and state education agencies. The data collected were analyzed using the content analysis technique from the perspective of Bardin (2016). As a result, the research pointed out the scenarios organized by teachers in the face of virtualized teaching practice, as well as the challenges that were faced in the Emergency Remote Teaching process. Even with little participation and inclusion of students in remote classes, as well as a lack of teacher preparation for the use of TDIC, the most prevalent virtualized teaching practices were: recording video lessons, producing podcasts, online questionnaires, and sharing videos, photos, music, and textbook activities.