The critica relationship between Pedagogical Innovation and Emergency Remote Teaching

Detalhes bibliográficos
Autor(a) principal: Vieira, Débora
Data de Publicação: 2022
Outros Autores: Pischetola, Magda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da FAEEBA (Online)
Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/11671
Resumo: This article presents an investigation on the relationship between pedagogical innovation and emergency remote education. It presents an investigation about the transfer of classroom classes to the remote format, which happened because of the pandemic generated by Covid-19. The study is qualitative and exploratory, with questionnaires applied to teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the relationship between Technologies and innovation of teaching practices.
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spelling The critica relationship between Pedagogical Innovation and Emergency Remote TeachingLa relación crítica entre la Innovación Pedagógica y la Enseñanza Remota de EmergenciaA relação crítica entre inovação pedagógica e ensino remoto emergencialOn line ClassRemote TeachingPedagogical InnovationTehcnologyEducationClase en líneaEnseãnza remotaInnovación PedagógicaTecnologíaEducaciónAula OnlineEnsino RemotoInovação PedagógicaTecnologiaEducaçãoThis article presents an investigation on the relationship between pedagogical innovation and emergency remote education. It presents an investigation about the transfer of classroom classes to the remote format, which happened because of the pandemic generated by Covid-19. The study is qualitative and exploratory, with questionnaires applied to teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the relationship between Technologies and innovation of teaching practices.Este artículo presenta una investigación sobre la relación entre innovación pedagógica y educación remota de emergencia. Presenta una investigación sobre la transferencia de clases presenciales al formato remoto, que sucedió a raíz de la pandemia generada por Covid-19. El estudio es cualitativo y exploratorio, con cuestionarios aplicados a docentes que están enseñando de forma remota, siendo la muestra no probabilística. En dos etapas distintas, utilizando la metodología de “bola de nieve”, producimos datos para su análisis. La primera etapa estuvo enfocada a la innovación pedagógica y la segunda a la evaluación en educación remota de emergencia. Los resultados muestran que la mayoría de los profesores solo transfirió su metodología al formato online, aunque la mayoría tuvo que rediseñar sus clases. Se concluye que aún es necesario profundizar la relación entre tecnologias e innovación de las prácticas pedagógicas.Este artigo apresenta uma investigação sobre a relação entre inovação pedagógica e ensino remoto emergencial. Apresenta uma apuração sobre a transladação das aulas presenciais para o formato remoto, que aconteceu por causa da pandemia gerada pelo Covid-19. O estudo é de caráter qualitativo e exploratório, com aplicação de questionários aos professores que estão lecionando remotamente, sendo a amostra não probabilística. Em duas etapas distintas, usando a metodologia “bola de neve”, produzimos dados para análise. A primeira etapa teve como ênfase inovação pedagógica e a segunda foi direcionada para avaliação no ensino remoto emergencial. Os resultados mostram que a maior parte dos professores apenas transladou a sua metodologia para o formato online, ainda que a maioria tenha feito um replanejamento das suas aulas. Conclui-se que ainda é necessário aprofundar a relação entre tecnologias e inovação das práticas pedagógicas.  UNEB2022-02-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDouble-blinded peer reviewedAvaliado pelos paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1167110.21879/faeeba2358-0194.2022.v31.n65.p42-58Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 65 (2022): Revista da FAEEBA - Educação e Contemponeidade; 42-582358-01940104-704310.21879/faeeba2358-0194.v31.n65reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/11671/9537Copyright (c) 2022 Magda Pischetola, Débora Vieira Machadoinfo:eu-repo/semantics/openAccessVieira, DéboraPischetola, Magda 2022-02-18T17:05:34Zoai:ojs.revistas.uneb.br:article/11671Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2022-02-18T17:05:34Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false
dc.title.none.fl_str_mv The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
La relación crítica entre la Innovación Pedagógica y la Enseñanza Remota de Emergencia
A relação crítica entre inovação pedagógica e ensino remoto emergencial
title The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
spellingShingle The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
Vieira, Débora
On line Class
Remote Teaching
Pedagogical Innovation
Tehcnology
Education
Clase en línea
Enseãnza remota
Innovación Pedagógica
Tecnología
Educación
Aula Online
Ensino Remoto
Inovação Pedagógica
Tecnologia
Educação
title_short The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
title_full The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
title_fullStr The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
title_full_unstemmed The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
title_sort The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
author Vieira, Débora
author_facet Vieira, Débora
Pischetola, Magda
author_role author
author2 Pischetola, Magda
author2_role author
dc.contributor.author.fl_str_mv Vieira, Débora
Pischetola, Magda
dc.subject.por.fl_str_mv On line Class
Remote Teaching
Pedagogical Innovation
Tehcnology
Education
Clase en línea
Enseãnza remota
Innovación Pedagógica
Tecnología
Educación
Aula Online
Ensino Remoto
Inovação Pedagógica
Tecnologia
Educação
topic On line Class
Remote Teaching
Pedagogical Innovation
Tehcnology
Education
Clase en línea
Enseãnza remota
Innovación Pedagógica
Tecnología
Educación
Aula Online
Ensino Remoto
Inovação Pedagógica
Tecnologia
Educação
description This article presents an investigation on the relationship between pedagogical innovation and emergency remote education. It presents an investigation about the transfer of classroom classes to the remote format, which happened because of the pandemic generated by Covid-19. The study is qualitative and exploratory, with questionnaires applied to teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the relationship between Technologies and innovation of teaching practices.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Double-blinded peer reviewed
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/11671
10.21879/faeeba2358-0194.2022.v31.n65.p42-58
url https://www.revistas.uneb.br/index.php/faeeba/article/view/11671
identifier_str_mv 10.21879/faeeba2358-0194.2022.v31.n65.p42-58
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/11671/9537
dc.rights.driver.fl_str_mv Copyright (c) 2022 Magda Pischetola, Débora Vieira Machado
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Magda Pischetola, Débora Vieira Machado
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNEB
publisher.none.fl_str_mv UNEB
dc.source.none.fl_str_mv Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 65 (2022): Revista da FAEEBA - Educação e Contemponeidade; 42-58
2358-0194
0104-7043
10.21879/faeeba2358-0194.v31.n65
reponame:Revista da FAEEBA (Online)
instname:Universidade do Estado da Bahia (UNEB)
instacron:UNEB
instname_str Universidade do Estado da Bahia (UNEB)
instacron_str UNEB
institution UNEB
reponame_str Revista da FAEEBA (Online)
collection Revista da FAEEBA (Online)
repository.name.fl_str_mv Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)
repository.mail.fl_str_mv revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br
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