Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/16695 |
Resumo: | The scenario of social distancing caused by the COVID 19 pandemic imposed a reorganization in the teaching-learning process. The teachers had to reinvent themselves, since most did not have the necessary skills to work in remote education and the students, who studied in person, had to adapt to the new reality and consequently overcome the challenges imposed. In this context, the professors realized the importance of interdisciplinary collaborative work and active methodologies. This article aims to analyze the impacts that the actions of the interdisciplinary project "Projects and production: challenges in the midst of the pandemic of COVID-19", carried out during the pandemic of Covid-19, in the period from May to June 2020, caused in the teaching-learning process of a class of the Technical Course in Administration Subsequent to High School, face-to-face modality, face-to-face mode , of the Federal Institute of Rondônia. The methodological mobilization occurred through a qualitative approach, of an applied nature, based on the bibliographic research and the description of the data and facts observed, in addition to the field research, using the questionnaire as an instrument. We identified some positive impacts on the students' school performance, due to the participation in the project, where it was possible to observe a motivation during and at the end of the proposal, in addition to the feedbacks and perceptions pointed out by the students. Therefore, it is perceived the need to encourage the culture of new actions that can boost the teaching process, mobilizing unique learning experiences related to the realities experienced by academics, enabling the propagation of an education that transforms realities, and drives students to a life of success. |
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Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemicEnseñanza remota en un curso técnico presencial: Reflexiones de un proyecto interdisciplinario en el contexto de la pandemiaEnsino remoto em um curso técnico presencial: Reflexos de um projeto interdisciplinar no contexto da pandemiaTechnical teachingRemote teachingInterdisciplinary projectPandemicCOVID-19.Enseñanza técnicaEnseñanza remotaProyecto interdisciplinarioPandemiaCOVID-19.Ensino técnicoEnsino remotoProjeto interdisciplinarPandemiaCOVID-19.The scenario of social distancing caused by the COVID 19 pandemic imposed a reorganization in the teaching-learning process. The teachers had to reinvent themselves, since most did not have the necessary skills to work in remote education and the students, who studied in person, had to adapt to the new reality and consequently overcome the challenges imposed. In this context, the professors realized the importance of interdisciplinary collaborative work and active methodologies. This article aims to analyze the impacts that the actions of the interdisciplinary project "Projects and production: challenges in the midst of the pandemic of COVID-19", carried out during the pandemic of Covid-19, in the period from May to June 2020, caused in the teaching-learning process of a class of the Technical Course in Administration Subsequent to High School, face-to-face modality, face-to-face mode , of the Federal Institute of Rondônia. The methodological mobilization occurred through a qualitative approach, of an applied nature, based on the bibliographic research and the description of the data and facts observed, in addition to the field research, using the questionnaire as an instrument. We identified some positive impacts on the students' school performance, due to the participation in the project, where it was possible to observe a motivation during and at the end of the proposal, in addition to the feedbacks and perceptions pointed out by the students. Therefore, it is perceived the need to encourage the culture of new actions that can boost the teaching process, mobilizing unique learning experiences related to the realities experienced by academics, enabling the propagation of an education that transforms realities, and drives students to a life of success.El escenario de distanciamiento social provocado por la pandemia de COVID-19 impuso una reorganización en el proceso de enseñanza-aprendizaje. Los docentes tuvieron que reinventarse, ya que la mayoría no contaba con las habilidades necesarias para trabajar en educación remota y los alumnos, que estudiaban en persona, tenían que adaptarse a la nueva realidad y consecuentemente superar los retos impuestos. En este contexto, los profesores se dieron cuenta de la importancia del trabajo colaborativo interdisciplinario y las metodologías activas. Este artículo tiene como objetivo analizar los impactos que las acciones del proyecto interdisciplinario "Proyectos y producción: retos en medio de la pandemia de COVID-19", realizadas durante la pandemia de Covid-19, en el periodo de mayo a junio de 2020, provocaron en el proceso de enseñanza-aprendizaje de una clase del Curso Técnico en Administración Posterior a Bachillerato, modalidad presencial, modalidad presencial , del Instituto Federal de Rondônia. La movilización metodológica ocurrió a través de un abordaje cualitativo, de carácter aplicado, basado en la investigación bibliográfica y la descripción de los datos y hechos observados, además de la investigación de campo, utilizando el cuestionario como instrumento. Se identificaron algunos impactos positivos en el desempeño escolar de los estudiantes, debido a la participación en el proyecto, donde fue posible observar una motivación durante y al final de la propuesta, además de los feedbacks y percepciones señaladas por los estudiantes. Por lo tanto, se percibe la necesidad de fomentar la cultura de nuevas acciones que puedan impulsar el proceso de enseñanza, movilizando experiencias de aprendizaje únicas relacionadas con las realidades experimentadas por los académicos, permitiendo la propagación de una educación que transforme las realidades y conduzca a los estudiantes a una vida de éxito.O cenário de distanciamento social causado pela pandemia da COVID 19 impôs uma reorganização no processo de ensino-aprendizagem. Os professores tiveram que se reinventar, já que a maioria não dispunha das competências necessárias para atuar no ensino remoto e os alunos, que estudavam de forma presencial, precisaram se adaptar à nova realidade e consequentemente superar os desafios impostos. Nesse contexto os docentes perceberam a importância do trabalho colaborativo interdisciplinar e das metodologias ativas. Este artigo tem como objetivo analisar os impactos que as ações do projeto interdisciplinar “Projetos e produção: desafios em meio a pandemia da COVID-19”, realizado durante a pandemia da Covid-19, no período de maio a junho de 2020, causaram no processo de ensino-aprendizagem de uma turma do Curso Técnico em Administração Subsequente ao Ensino Médio, modalidade presencial, do Instituto Federal de Rondônia. A mobilização metodológica ocorreu por meio de uma abordagem qualitativa, de natureza aplicada, com base na pesquisa bibliográfica e na descrição dos dados e fatos observados, além da pesquisa de campo, tendo como instrumento o questionário. Identificamos alguns impactos positivos no rendimento escolar dos alunos, em virtude da participação no projeto, onde foi possível observar uma motivação durante e ao final da proposta, além dos feedbacks e percepções apontadas pelos estudantes. Portanto, percebe-se a necessidade do incentivo à cultura de novas ações que possam dinamizar o processo de ensino, mobilizando experiências únicas de aprendizagem atreladas às realidades vivenciadas pelos acadêmicos, possibilitando a propagação de uma educação que transforma realidades, e impulsiona os estudantes a uma vida de sucesso.Research, Society and Development2021-07-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1669510.33448/rsd-v10i7.16695Research, Society and Development; Vol. 10 No. 7; e54110716695Research, Society and Development; Vol. 10 Núm. 7; e54110716695Research, Society and Development; v. 10 n. 7; e541107166952525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/16695/15094Copyright (c) 2021 Caren Stela Máximo Batista; Guilherme Tadaki Tazo Gaspar; Samuel dos Santos Junio; Vanessa Araújo de Oliveira; Alecsandro Marian da Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBatista, Caren Stela Máximo Gaspar, Guilherme Tadaki Tazo Junio, Samuel dos Santos Oliveira, Vanessa Araújo de Silva, Alecsandro Marian da 2021-07-18T21:07:03Zoai:ojs.pkp.sfu.ca:article/16695Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:10.832851Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic Enseñanza remota en un curso técnico presencial: Reflexiones de un proyecto interdisciplinario en el contexto de la pandemia Ensino remoto em um curso técnico presencial: Reflexos de um projeto interdisciplinar no contexto da pandemia |
title |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic |
spellingShingle |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic Batista, Caren Stela Máximo Technical teaching Remote teaching Interdisciplinary project Pandemic COVID-19. Enseñanza técnica Enseñanza remota Proyecto interdisciplinario Pandemia COVID-19. Ensino técnico Ensino remoto Projeto interdisciplinar Pandemia COVID-19. |
title_short |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic |
title_full |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic |
title_fullStr |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic |
title_full_unstemmed |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic |
title_sort |
Remote teaching in a face-to-face technical course: Reflections of an interdisciplinary project in the context of the pandemic |
author |
Batista, Caren Stela Máximo |
author_facet |
Batista, Caren Stela Máximo Gaspar, Guilherme Tadaki Tazo Junio, Samuel dos Santos Oliveira, Vanessa Araújo de Silva, Alecsandro Marian da |
author_role |
author |
author2 |
Gaspar, Guilherme Tadaki Tazo Junio, Samuel dos Santos Oliveira, Vanessa Araújo de Silva, Alecsandro Marian da |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Batista, Caren Stela Máximo Gaspar, Guilherme Tadaki Tazo Junio, Samuel dos Santos Oliveira, Vanessa Araújo de Silva, Alecsandro Marian da |
dc.subject.por.fl_str_mv |
Technical teaching Remote teaching Interdisciplinary project Pandemic COVID-19. Enseñanza técnica Enseñanza remota Proyecto interdisciplinario Pandemia COVID-19. Ensino técnico Ensino remoto Projeto interdisciplinar Pandemia COVID-19. |
topic |
Technical teaching Remote teaching Interdisciplinary project Pandemic COVID-19. Enseñanza técnica Enseñanza remota Proyecto interdisciplinario Pandemia COVID-19. Ensino técnico Ensino remoto Projeto interdisciplinar Pandemia COVID-19. |
description |
The scenario of social distancing caused by the COVID 19 pandemic imposed a reorganization in the teaching-learning process. The teachers had to reinvent themselves, since most did not have the necessary skills to work in remote education and the students, who studied in person, had to adapt to the new reality and consequently overcome the challenges imposed. In this context, the professors realized the importance of interdisciplinary collaborative work and active methodologies. This article aims to analyze the impacts that the actions of the interdisciplinary project "Projects and production: challenges in the midst of the pandemic of COVID-19", carried out during the pandemic of Covid-19, in the period from May to June 2020, caused in the teaching-learning process of a class of the Technical Course in Administration Subsequent to High School, face-to-face modality, face-to-face mode , of the Federal Institute of Rondônia. The methodological mobilization occurred through a qualitative approach, of an applied nature, based on the bibliographic research and the description of the data and facts observed, in addition to the field research, using the questionnaire as an instrument. We identified some positive impacts on the students' school performance, due to the participation in the project, where it was possible to observe a motivation during and at the end of the proposal, in addition to the feedbacks and perceptions pointed out by the students. Therefore, it is perceived the need to encourage the culture of new actions that can boost the teaching process, mobilizing unique learning experiences related to the realities experienced by academics, enabling the propagation of an education that transforms realities, and drives students to a life of success. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-02 |
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://rsdjournal.org/index.php/rsd/article/view/16695 10.33448/rsd-v10i7.16695 |
url |
https://rsdjournal.org/index.php/rsd/article/view/16695 |
identifier_str_mv |
10.33448/rsd-v10i7.16695 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/16695/15094 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 7; e54110716695 Research, Society and Development; Vol. 10 Núm. 7; e54110716695 Research, Society and Development; v. 10 n. 7; e54110716695 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052680474984448 |