Practices of the Technical-Pedagogical Coordination (COTP) of the Federal Institute of Education, Science and Technology of Rio de Janeiro: Actions for the First Steps of Remote Teaching at EBTT

• Autor(a) principal: Trajano, Sílvia Cristina de Souza
• Data de Publicação: 2021
• Outros Autores: Juten, João Vitor
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: REVES - Revista Relações Sociais
• Texto Completo: https://periodicos.ufv.br/reves/article/view/13230
• topic: Pandemic; Seclusion; Technical-Pedagogical Coordination; Remot education; Pandemia; Reclusão Social; Coordenação Técnico-pedagógica; Ensino Remoto; Pandemia; Reclusión social; Coordinación técnico-pedagógica; Enseñanza remota

The article is an experience report from the sector of Technical-Pedagogical Coordination (CoTP), of the Federal Institute of Education of Rio de Janeiro (IFRJ), which presents results of the creation of motivator to the teachers and students for the remote work at the beginning of the period of social confinement, arising from the pandemic imposed by Covid 19 in March 2020 at the research unit. The objective of the work is to strengthen the relationship between the institution (education professionals) and the community (guardians and students), motivating them for remote teaching, complying with the school's distance protocol, without major losses to teaching. The adopted methodology sought to transport CoTP's experience with face-to-face teaching, added to distance activities, as a hybrid form with the support of digital technologies and in particular using the google resource to find the first remote mediation contacts, based on topics of interest. students. As a result, the data pointed out the need to rethink the future of post-pandemic education, specifically the implementation of new methodologies with content adaptation for remote access, so that it attends all students enrolled in the face-to-face offer during a pandemic period, in the 2020, structuring hybrid practices for 2021 and the future. We believe that the survey drew CoTP's attention to the development of an articulated pedagogical planning between education professionals and the community, foreseeing the adequacy of the school unit to the new times.