GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caminhos de Geografia |
Texto Completo: | https://seer.ufu.br/index.php/caminhosdegeografia/article/view/55408 |
Resumo: | The objective of this work was to identify the online education initiatives offered by the Geography course and the activities offered by the Universidade Federal do Tocantins - UFT, during the pandemic period. In particular, we understand the situation of students, the structure of the geography course and the University in teacher training, the light of discussions and the use of Ensino Híbrido due to social isolation throughout the country. The qualitative methodology started from theoretical analysis, results of online questionnaire and actions the Geography and the university, available in the course and on the official website of the UFT. Thus, reflections were raised from the articulation of the course with the institution and the teacher/student dialogue in the virtual space. The specificity of this confrontation showed us forms of inclusion and exclusion by ICT, in various ways, such as social, affective and knowledge. On the one hand, the modality of online education privileges to a few students in the initial education, those who have access to ICT networks and, on the other hand, excludes many students who do not have access to media instruments, during the pandemic and even during their entire training in the Brazilian regional context. |
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GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZILGEOGRAFIA NO ESPAÇO VIRTUAL E PANDEMIA: PROCESSOS INCLUSIVOS E EXCLUDENTES NA FORMAÇÃO DE PROFESSORES NO TOCANTINSPandemiaTICsEducaçãoEnsino geográficoThe objective of this work was to identify the online education initiatives offered by the Geography course and the activities offered by the Universidade Federal do Tocantins - UFT, during the pandemic period. In particular, we understand the situation of students, the structure of the geography course and the University in teacher training, the light of discussions and the use of Ensino Híbrido due to social isolation throughout the country. The qualitative methodology started from theoretical analysis, results of online questionnaire and actions the Geography and the university, available in the course and on the official website of the UFT. Thus, reflections were raised from the articulation of the course with the institution and the teacher/student dialogue in the virtual space. The specificity of this confrontation showed us forms of inclusion and exclusion by ICT, in various ways, such as social, affective and knowledge. On the one hand, the modality of online education privileges to a few students in the initial education, those who have access to ICT networks and, on the other hand, excludes many students who do not have access to media instruments, during the pandemic and even during their entire training in the Brazilian regional context.O objetivo desse trabalho foi identificar as iniciativas da educação ofertadas pelo curso de Geografia e as atividades oferecidas pela universidade Federal do Tocantins – UFT, durante o período de pandemia Covi-19 no Brasil. Entendermos a situação dos estudantes, a estrutura de funcionamento desse curso e a Universidade na formação de professores, a luz das discussões e a utilização do Ensino Híbrido e Ensino Remoto, em virtude do isolamento social em todo o país. A metodologia qualitativa partiu de análise teórica, de resultados de questionário e das ações de ensino, pesquisa e extensão on-line, realizadas pelo curso de Geografia e pela universidade, disponíveis na página oficial da UFT. Foram levantadas reflexões a partir da articulação do curso de Geografia, com a instituição e a interlocução professor/estudante no espaço virtual. A especificidade desse confronto mostrou formas de inclusão e exclusão pelas TICs, de diversas maneiras, tais como social, afetiva e de conhecimento. Por um lado, na formação de professores, nesse contexto regional, a modalidade de educação on-line, privilegia poucos estudantes, aqueles que possuem acesso as redes das TICs. Por outro lado, exclui muitos estudantes que não possuem acesso aos instrumentos midiáticos nesse momento de pandemia e,durante toda a sua formação acadêmica.EDUFU - Editora da Universidade Federal de Uberlândia2021-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://seer.ufu.br/index.php/caminhosdegeografia/article/view/5540810.14393/RCG228155408Caminhos de Geografia; Vol. 22 No. 81 (2021): Junho; 196-216Caminhos de Geografia; Vol. 22 Núm. 81 (2021): Junho; 196-216Caminhos de Geografia; v. 22 n. 81 (2021): Junho; 196-2161678-6343reponame:Caminhos de Geografiainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/caminhosdegeografia/article/view/55408/31705Copyright (c) 2021 Antônia Márcia Duarte Queirozinfo:eu-repo/semantics/openAccessQueiroz, Antônia Márcia Duarte 2021-06-02T16:45:52Zoai:ojs.www.seer.ufu.br:article/55408Revistahttps://seer.ufu.br/index.php/caminhosdegeografia/indexPUBhttp://www.seer.ufu.br/index.php/caminhosdegeografia/oaiflaviasantosgeo@gmail.com1678-63431678-6343opendoar:2021-06-02T16:45:52Caminhos de Geografia - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL GEOGRAFIA NO ESPAÇO VIRTUAL E PANDEMIA: PROCESSOS INCLUSIVOS E EXCLUDENTES NA FORMAÇÃO DE PROFESSORES NO TOCANTINS |
title |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL |
spellingShingle |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL Queiroz, Antônia Márcia Duarte Pandemia TICs Educação Ensino geográfico |
title_short |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL |
title_full |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL |
title_fullStr |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL |
title_full_unstemmed |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL |
title_sort |
GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL |
author |
Queiroz, Antônia Márcia Duarte |
author_facet |
Queiroz, Antônia Márcia Duarte |
author_role |
author |
dc.contributor.author.fl_str_mv |
Queiroz, Antônia Márcia Duarte |
dc.subject.por.fl_str_mv |
Pandemia TICs Educação Ensino geográfico |
topic |
Pandemia TICs Educação Ensino geográfico |
description |
The objective of this work was to identify the online education initiatives offered by the Geography course and the activities offered by the Universidade Federal do Tocantins - UFT, during the pandemic period. In particular, we understand the situation of students, the structure of the geography course and the University in teacher training, the light of discussions and the use of Ensino Híbrido due to social isolation throughout the country. The qualitative methodology started from theoretical analysis, results of online questionnaire and actions the Geography and the university, available in the course and on the official website of the UFT. Thus, reflections were raised from the articulation of the course with the institution and the teacher/student dialogue in the virtual space. The specificity of this confrontation showed us forms of inclusion and exclusion by ICT, in various ways, such as social, affective and knowledge. On the one hand, the modality of online education privileges to a few students in the initial education, those who have access to ICT networks and, on the other hand, excludes many students who do not have access to media instruments, during the pandemic and even during their entire training in the Brazilian regional context. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/caminhosdegeografia/article/view/55408 10.14393/RCG228155408 |
url |
https://seer.ufu.br/index.php/caminhosdegeografia/article/view/55408 |
identifier_str_mv |
10.14393/RCG228155408 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/caminhosdegeografia/article/view/55408/31705 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Antônia Márcia Duarte Queiroz info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Antônia Márcia Duarte Queiroz |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EDUFU - Editora da Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
EDUFU - Editora da Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Caminhos de Geografia; Vol. 22 No. 81 (2021): Junho; 196-216 Caminhos de Geografia; Vol. 22 Núm. 81 (2021): Junho; 196-216 Caminhos de Geografia; v. 22 n. 81 (2021): Junho; 196-216 1678-6343 reponame:Caminhos de Geografia instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Caminhos de Geografia |
collection |
Caminhos de Geografia |
repository.name.fl_str_mv |
Caminhos de Geografia - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
flaviasantosgeo@gmail.com |
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1797067018058334208 |