Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/30388 |
Resumo: | This study is part of the research line LP1: Teaching, knowledge, and professional development of the Graduate Program in Education at the Federal University of Santa Maria (UFSM, RS). In March 2020, the planet was hit by the COVID-19 pandemic. This led to significant changes in education in Brazil, which required a closer look at basic education. Therefore, it was decided to research the theme of teacher learning and pedagogical work in the face of emerging contexts and Emergency Remote Teaching (ERT). The objective was to understand the teaching and learning experiences of literacy teachers in this new teaching format and in the face of emerging contexts. The specific objectives were to understand how ERT was organized in the literacy stage, to explore the experiences of teachers in order to recognize how ERT influenced the organization of pedagogical work, and finally, to understand the teachers' ideas about hybrid teaching as a possibility for their work. For this purpose, a qualitative sociocultural research approach was adopted, based on the studies of Bolzan (2009), Freitas (1998), Clandinin and Conelly (2015). Narrative interviews were conducted to listen to and make sense of the experiences of nine teachers from the municipal public education system who worked in the literacy block during the period of ERT. From the narratives of the participants, the centrality of teaching and learning as a category was evidenced, with its dimensions being formative trajectories and pedagogical work, influenced by emerging contexts and ERT, which emerged as transversal axes. The recurring elements found encompassed aspects related to the personal and professional trajectories of the teachers, revealing movements of pedagogical resilience in the face of the need for constant search and overcoming in the development of practices away from the conventional classroom, during the pandemic. Additionally, it was possible to understand how pedagogical work was constructed during ERT, revealing emerging contexts such as lack of access conditions, social vulnerability, necessary family participation, relativization of space, time, and attention conditions for better participation and completion of activities by students, among other elements that influenced the realization of pedagogical work. As a result, the findings revealed that ERT ended up having negative impacts on student learning and literacy processes. Discussions also emerged regarding hybrid teaching, a proposal that proved to be a distant reality in the educational contexts under investigation. |
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2023-10-26T12:49:55Z2023-10-26T12:49:55Z2023-07-12http://repositorio.ufsm.br/handle/1/30388This study is part of the research line LP1: Teaching, knowledge, and professional development of the Graduate Program in Education at the Federal University of Santa Maria (UFSM, RS). In March 2020, the planet was hit by the COVID-19 pandemic. This led to significant changes in education in Brazil, which required a closer look at basic education. Therefore, it was decided to research the theme of teacher learning and pedagogical work in the face of emerging contexts and Emergency Remote Teaching (ERT). The objective was to understand the teaching and learning experiences of literacy teachers in this new teaching format and in the face of emerging contexts. The specific objectives were to understand how ERT was organized in the literacy stage, to explore the experiences of teachers in order to recognize how ERT influenced the organization of pedagogical work, and finally, to understand the teachers' ideas about hybrid teaching as a possibility for their work. For this purpose, a qualitative sociocultural research approach was adopted, based on the studies of Bolzan (2009), Freitas (1998), Clandinin and Conelly (2015). Narrative interviews were conducted to listen to and make sense of the experiences of nine teachers from the municipal public education system who worked in the literacy block during the period of ERT. From the narratives of the participants, the centrality of teaching and learning as a category was evidenced, with its dimensions being formative trajectories and pedagogical work, influenced by emerging contexts and ERT, which emerged as transversal axes. The recurring elements found encompassed aspects related to the personal and professional trajectories of the teachers, revealing movements of pedagogical resilience in the face of the need for constant search and overcoming in the development of practices away from the conventional classroom, during the pandemic. Additionally, it was possible to understand how pedagogical work was constructed during ERT, revealing emerging contexts such as lack of access conditions, social vulnerability, necessary family participation, relativization of space, time, and attention conditions for better participation and completion of activities by students, among other elements that influenced the realization of pedagogical work. As a result, the findings revealed that ERT ended up having negative impacts on student learning and literacy processes. Discussions also emerged regarding hybrid teaching, a proposal that proved to be a distant reality in the educational contexts under investigation.Este estudo insere-se na linha de pesquisa LP1: Docência, saberes e desenvolvimento profissional, do Programa de Pós-graduação em Educação, da Universidade Federal de Santa Maria (UFSM, RS). Diante do contexto pandêmico, que acometeu a educação brasileira, propôs-se olhar para a etapa da educação básica, e pesquisar a temática da aprendizagem de professores alfabetizadores e do trabalho pedagógico, frente aos contextos emergentes e ao Ensino Remoto Emergencial (ERE). Para tanto, o objetivo geral foi compreender as aprendizagens docentes de professores alfabetizadores diante desse novo formato de ensino e dos contextos emergentes. Objetivou-se ainda, conhecer como o ERE se organizou na etapa de alfabetização, quais experiências os professores vivenciaram neste contexto, reconhecer como o ERE mobilizou a organização do trabalho pedagógico, e, por fim, conhecer as ideias dos professores acerca do ensino híbrido, como uma possibilidade de trabalho. Para tanto, a pesquisa qualitativa de cunho sociocultural foi a abordagem metodológica adotada, com base nos estudos de Bolzan (2009), Freitas (1998), Clandinin e Connelly (2015), utilizando-se de entrevistas narrativas, com o intuito de ouvir e produzir sentido a partir das experiências de nove professores da rede pública municipal de ensino, que atuaram no bloco de alfabetização durante a vigência do ERE. A partir das narrativas dos sujeitos, evidenciou-se a aprendizagem da docência como categoria central, que tem como dimensões as trajetórias formativas e o trabalho pedagógico, permeados pelos contextos emergentes e pelo ERE, que se apresentaram como eixos transversais. Os elementos encontrados nas recorrências abarcaram aspectos inerentes às trajetórias pessoais e profissionais dos professores, revelando o movimento de resiliência pedagógica, diante da necessidade de busca e superação constantes no desenvolvimento das práticas longe da sala de aula convencional, em plena pandemia. Além disso, foi possível conhecer como se deu a construção do trabalho pedagógico durante o ERE, revelando contextos emergentes como a falta de condições de acesso, a vulnerabilidade social, a necessária participação das famílias, a relativização das condições de espaço, tempo e atenção, para uma melhor participação e realização das atividades por parte dos estudantes, dentre outros elementos que se atravessaram à realização do trabalho pedagógico. Diante disso, os achados revelaram que o ERE acabou mobilizando a aprendizagem e impactou nos processos de alfabetização dos estudantes. Surgem ainda discussões acerca do ensino híbrido, proposta que acabou se revelando como um meio ainda distante na realidade educativa dos contextos pesquisados.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino remoto emergencialPandemia da covid-19AlfabetizaçãoTrabalho pedagógicoAprendizagem docenteResiliência pedagógicaVulnerabilidade socialEnsino híbridoEmergency remote teachingCovid-19 pandemicPedagogical workLiteracyTeacher learningPedagogical resilienceSocial vulnerabilityHybrid teachingHybrid teachingCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RSTeaching learning in the pandemic: a study with literacy teachers from the municipal network of Santa Maria, RS, Brazilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Powaczuk, Ana Carla HollwegSantos, Eliane Aparecida Galvão doshttp://lattes.cnpq.br/4395411681154389Ludwig, Maria Helena700800000006600600600600600b44424f4-3a2c-42d2-af99-762aa9d1acde60527e49-a2eb-489d-a3aa-2a7adb3f81f24191fef3-e7d5-487f-a092-ca027a1ca824665e0593-8ff6-400c-9b9b-0cbe1073f375reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2023_LUDWIG_MARIA.pdfDIS_PPGEDUCACAO_2023_LUDWIG_MARIA.pdfDissertação de mestradoapplication/pdf1999554http://repositorio.ufsm.br/bitstream/1/30388/1/DIS_PPGEDUCACAO_2023_LUDWIG_MARIA.pdf0aed5e9a5d861eed99c17384bc3acbc1MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/30388/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/30388/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD531/303882023-10-26 09:49:56.003oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132023-10-26T12:49:56Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS |
dc.title.alternative.eng.fl_str_mv |
Teaching learning in the pandemic: a study with literacy teachers from the municipal network of Santa Maria, RS, Brazil |
title |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS |
spellingShingle |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS Ludwig, Maria Helena Ensino remoto emergencial Pandemia da covid-19 Alfabetização Trabalho pedagógico Aprendizagem docente Resiliência pedagógica Vulnerabilidade social Ensino híbrido Emergency remote teaching Covid-19 pandemic Pedagogical work Literacy Teacher learning Pedagogical resilience Social vulnerability Hybrid teaching Hybrid teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS |
title_full |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS |
title_fullStr |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS |
title_full_unstemmed |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS |
title_sort |
Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS |
author |
Ludwig, Maria Helena |
author_facet |
Ludwig, Maria Helena |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.referee2.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4395411681154389 |
dc.contributor.author.fl_str_mv |
Ludwig, Maria Helena |
contributor_str_mv |
Bolzan, Doris Pires Vargas Powaczuk, Ana Carla Hollweg Santos, Eliane Aparecida Galvão dos |
dc.subject.por.fl_str_mv |
Ensino remoto emergencial Pandemia da covid-19 Alfabetização Trabalho pedagógico Aprendizagem docente Resiliência pedagógica Vulnerabilidade social Ensino híbrido |
topic |
Ensino remoto emergencial Pandemia da covid-19 Alfabetização Trabalho pedagógico Aprendizagem docente Resiliência pedagógica Vulnerabilidade social Ensino híbrido Emergency remote teaching Covid-19 pandemic Pedagogical work Literacy Teacher learning Pedagogical resilience Social vulnerability Hybrid teaching Hybrid teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Emergency remote teaching Covid-19 pandemic Pedagogical work Literacy Teacher learning Pedagogical resilience Social vulnerability Hybrid teaching Hybrid teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is part of the research line LP1: Teaching, knowledge, and professional development of the Graduate Program in Education at the Federal University of Santa Maria (UFSM, RS). In March 2020, the planet was hit by the COVID-19 pandemic. This led to significant changes in education in Brazil, which required a closer look at basic education. Therefore, it was decided to research the theme of teacher learning and pedagogical work in the face of emerging contexts and Emergency Remote Teaching (ERT). The objective was to understand the teaching and learning experiences of literacy teachers in this new teaching format and in the face of emerging contexts. The specific objectives were to understand how ERT was organized in the literacy stage, to explore the experiences of teachers in order to recognize how ERT influenced the organization of pedagogical work, and finally, to understand the teachers' ideas about hybrid teaching as a possibility for their work. For this purpose, a qualitative sociocultural research approach was adopted, based on the studies of Bolzan (2009), Freitas (1998), Clandinin and Conelly (2015). Narrative interviews were conducted to listen to and make sense of the experiences of nine teachers from the municipal public education system who worked in the literacy block during the period of ERT. From the narratives of the participants, the centrality of teaching and learning as a category was evidenced, with its dimensions being formative trajectories and pedagogical work, influenced by emerging contexts and ERT, which emerged as transversal axes. The recurring elements found encompassed aspects related to the personal and professional trajectories of the teachers, revealing movements of pedagogical resilience in the face of the need for constant search and overcoming in the development of practices away from the conventional classroom, during the pandemic. Additionally, it was possible to understand how pedagogical work was constructed during ERT, revealing emerging contexts such as lack of access conditions, social vulnerability, necessary family participation, relativization of space, time, and attention conditions for better participation and completion of activities by students, among other elements that influenced the realization of pedagogical work. As a result, the findings revealed that ERT ended up having negative impacts on student learning and literacy processes. Discussions also emerged regarding hybrid teaching, a proposal that proved to be a distant reality in the educational contexts under investigation. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-26T12:49:55Z |
dc.date.available.fl_str_mv |
2023-10-26T12:49:55Z |
dc.date.issued.fl_str_mv |
2023-07-12 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/30388 |
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http://repositorio.ufsm.br/handle/1/30388 |
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por |
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700800000006 |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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