Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities

• Autor(a) principal: Possolli, Gabriela Eyng
• Data de Publicação: 2021
• Outros Autores: Fleury, Patrícia Fonseca Ferreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/20655
• topic: Remote learning; Pedagogical practices; Information and communication technologies.; Enseñanza remota; Prácticas pedagógicas; Tecnologías de la información y la comunicación.; Ensino remoto; Práticas pedagógicas; Tecnologias de informação e comunicação.

This article aimed to analyze teaching practice in emergency remote teaching, verifying how teachers adapted their in-person practices to the remote context, identifying the tools and technological resources used in emergency remote classes and comparing the challenges and potential in conducting the practices pedagogical. This is an exploratory-descriptive study with a qualitative approach, formed by 112 professors in the area of ​​Health and Humanities, from seven Brazilian states, contacted via social networks, and who declared to be developing teaching activities in emergency remote classes. Data were collected via an online questionnaire (Google Forms), consisting of 19 questions. The results showed that for most professors it was not comfortable to transpose the classroom to the remote format, due to the difficulties of initial adaptations in the use of platforms. It was observed that most of the teachers of Public Institutions did not have courses or training meetings, leaving them without institutional support and support. However, teachers from Private Institutions were able to count on support and training from their institutions. There was an overload of teaching work in Home-Office. And it was observed that the Inverted Classroom was the most used strategy in remote learning. And that the guarantee of its potential will remain as a legacy of Hybrid Education for the post-pandemic. It was found with the study that the lack of interaction and inequality of access and inclusion to the internet and modern technological equipment on the part of students were the major difficulties of remote learning.