Quilombola teaching practice: challenges and possibilities in times of pandemic
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13175 |
Resumo: | ABSTRACT. We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency. |
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Quilombola teaching practice: challenges and possibilities in times of pandemicQuilombola teaching practice: challenges and possibilities in times of pandemicPráctica docente de quilombola: desafíos y posibilidades en tiempos de pandemiaQuilombola teaching practice: challenges and possibilities in times of pandemicPrática docente quilombola: desafios e possibilidades em tempos de pandemiaABSTRACT. We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency.ABSTRACT. We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency.RESUMEN. Buscamos investigar los desafíos y posibilidades de la práctica docente quilombola y, de manera más restringida, reflexionar sobre la formación inicial y continua de los docentes, e identificar avances en la práctica docente quilombola en tiempos de pandemia. Por ello, adoptamos un enfoque cualitativo y explicativo desde la perspectiva de la Teoría Histórico-Cultural para comprender la realidad y generar discusiones sobre la educación continua, el uso de tecnologías y la mediación del proceso de enseñanza y aprendizaje. La información fue recolectada a través de un cuestionario en línea utilizando la aplicación Google Forms, aplicado a 55 docentes de la región quilombola de Kalunga en el estado de Goiás, nuestro estudio mostró la falta de inversión en la formación de docentes quilombolas; la importancia de la interacción profesor/alumno; La labor docente colaborativa enriquece la práctica pedagógica al brindar el intercambio de experiencias y que el uso de los recursos tecnológicos en la educación fue fundamental, para asegurar la continuidad del proceso, sin embargo, fue uno de los factores responsables de la marginación de los docentes y estudiantes durante la enseñanza de emergencia remota.ABSTRACT. We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency.Buscamos investigar os desafios e as possibilidades da prática docente quilombola e, de forma mais restrita, refletir sobre a formação inicial e continuada de professores, e identificar os avanços na prática docente quilombola em tempos de pandemia. Para tanto, adotamos a abordagem qualitativa e explicativa na perspectiva da Teoria Histórico-Cultural para compreender a realidade e engendrar as discussões sobre formação continuada, uso de tecnologias e mediação do processo de ensino e aprendizagem. As informações foram coletadas por meio de questionário on-line utilizando o aplicativo Google Forms, aplicado a 55 professores da região quilombola Kalunga, no estado de Goiás. O estudo evidenciou a falta de investimentos na formação docente quilombola; a importância da interação entre professor/aluno; o trabalho colaborativo docente enriquece a prática pedagógica propiciando a troca de experiências e que o uso de recursos tecnológicos na educação foi fundamental, no sentido de garantir a continuidade do processo, entretanto, este foi um dos fatores responsáveis pela marginalização de professores e estudantes durante o ensino remoto emergencial. Palavras-chave: ensino remoto emergencial, formação continuada, prática docente quilombola, pandemia. Quilombola teaching practice: challenges and possibilities in times of pandemic ABSTRACT. We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency. Keywords: emergency remote learning, continuing education, quilombola teaching practice, pandemic. Práctica docente de quilombola: desafíos y posibilidades en tiempos de pandemia RESUMEN. Buscamos investigar los desafíos y posibilidades de la práctica docente quilombola y, de manera más restringida, reflexionar sobre la formación inicial y continua de los docentes, e identificar avances en la práctica docente quilombola en tiempos de pandemia. Por ello, adoptamos un enfoque cualitativo y explicativo desde la perspectiva de la Teoría Histórico-Cultural para comprender la realidad y generar discusiones sobre la educación continua, el uso de tecnologías y la mediación del proceso de enseñanza y aprendizaje. La información fue recolectada a través de un cuestionario en línea utilizando la aplicación Google Forms, aplicado a 55 docentes de la región quilombola de Kalunga en el estado de Goiás, nuestro estudio mostró la falta de inversión en la formación de docentes quilombolas; la importancia de la interacción profesor/alumno; La labor docente colaborativa enriquece la práctica pedagógica al brindar el intercambio de experiencias y que el uso de los recursos tecnológicos en la educación fue fundamental, para asegurar la continuidad del proceso, sin embargo, fue uno de los factores responsables de la marginación de los docentes y estudiantes durante la enseñanza de emergencia remota. Palabras clave: aprendizaje remoto de emergencia, educación continua, práctica docente quilombola, pandemia.Universidade Federal do Tocantins2021-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1317510.20873/uft.rbec.e13175Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e13175Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e13175Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e13175Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e13175Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e131752525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13175/19560https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13175/19561Copyright (c) 2021 Ana Tereza Ramos de Jesus Ferreira, Hélio Rodrigues dos Santos, Geraldo Eustáquio Moreirainfo:eu-repo/semantics/openAccessRamos de Jesus Ferreira, Ana Terezados Santos, Hélio RodriguesEustáquio Moreira, Geraldo2021-12-19T10:48:02Zoai:ojs.revista.uft.edu.br:article/13175Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2021-12-19T10:48:02Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Quilombola teaching practice: challenges and possibilities in times of pandemic Quilombola teaching practice: challenges and possibilities in times of pandemic Práctica docente de quilombola: desafíos y posibilidades en tiempos de pandemia Quilombola teaching practice: challenges and possibilities in times of pandemic Prática docente quilombola: desafios e possibilidades em tempos de pandemia |
title |
Quilombola teaching practice: challenges and possibilities in times of pandemic |
spellingShingle |
Quilombola teaching practice: challenges and possibilities in times of pandemic Ramos de Jesus Ferreira, Ana Tereza |
title_short |
Quilombola teaching practice: challenges and possibilities in times of pandemic |
title_full |
Quilombola teaching practice: challenges and possibilities in times of pandemic |
title_fullStr |
Quilombola teaching practice: challenges and possibilities in times of pandemic |
title_full_unstemmed |
Quilombola teaching practice: challenges and possibilities in times of pandemic |
title_sort |
Quilombola teaching practice: challenges and possibilities in times of pandemic |
author |
Ramos de Jesus Ferreira, Ana Tereza |
author_facet |
Ramos de Jesus Ferreira, Ana Tereza dos Santos, Hélio Rodrigues Eustáquio Moreira, Geraldo |
author_role |
author |
author2 |
dos Santos, Hélio Rodrigues Eustáquio Moreira, Geraldo |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Ramos de Jesus Ferreira, Ana Tereza dos Santos, Hélio Rodrigues Eustáquio Moreira, Geraldo |
description |
ABSTRACT. We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13175 10.20873/uft.rbec.e13175 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13175 |
identifier_str_mv |
10.20873/uft.rbec.e13175 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13175/19560 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13175/19561 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e13175 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e13175 Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e13175 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e13175 Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e13175 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
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UFT |
reponame_str |
Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
repository.name.fl_str_mv |
Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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