Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS

Detalhes bibliográficos
Autor(a) principal: Ludwig, Maria Helena
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Manancial - Repositório Digital da UFSM
dARK ID: ark:/26339/0013000006j9c
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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spelling Aprendizagens 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, BrazilEnsino remoto emergencialPandemia da covid-19AlfabetizaçãoTrabalho pedagógicoAprendizagem docenteResiliência pedagógicaVulnerabilidade socialEnsino híbridoEmergency remote teachingCovid-19 pandemicPedagogical workLiteracyTeacher learningPedagogical resilienceSocial vulnerabilityHybrid teachingHybrid teachingCNPQ::CIENCIAS HUMANAS::EDUCACAOThis 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.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Powaczuk, Ana Carla HollwegSantos, Eliane Aparecida Galvão dosLudwig, Maria Helena2023-10-26T12:49:55Z2023-10-26T12:49:55Z2023-07-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/30388ark:/26339/0013000006j9cporAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-10-26T12:49:56Zoai:repositorio.ufsm.br:1/30388Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-10-26T12:49:56Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS
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.none.fl_str_mv Bolzan, Doris Pires Vargas
http://lattes.cnpq.br/3167841618840023
Powaczuk, Ana Carla Hollweg
Santos, Eliane Aparecida Galvão dos
dc.contributor.author.fl_str_mv Ludwig, Maria Helena
dc.subject.por.fl_str_mv 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
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
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.none.fl_str_mv 2023-10-26T12:49:55Z
2023-10-26T12:49:55Z
2023-07-12
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://repositorio.ufsm.br/handle/1/30388
dc.identifier.dark.fl_str_mv ark:/26339/0013000006j9c
url http://repositorio.ufsm.br/handle/1/30388
identifier_str_mv ark:/26339/0013000006j9c
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
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 de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Educação
Centro de Educação
publisher.none.fl_str_mv Universidade Federal de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Educação
Centro de Educação
dc.source.none.fl_str_mv reponame:Manancial - Repositório Digital da UFSM
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Manancial - Repositório Digital da UFSM
collection Manancial - Repositório Digital da UFSM
repository.name.fl_str_mv Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv atendimento.sib@ufsm.br||tedebc@gmail.com
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