Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS)
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/21812 |
Resumo: | The transition from face-to-face teaching to the emergency remote format during the pandemic affected teachers and students in a different way, at all levels of education and age groups, including institutional programs for teaching initiation scholarships such as PIBID, for example, that also had to adapt to this new reality. Given this perspective, a diagnostic analysis of the perception of remote teaching by undergraduate students at IFSULDEMINAS linked to the teaching initiation programs. Thus, from the activities carried out at the 6th Undergraduate Meeting, organized by IFSULDEMINAS, online, the answers were obtained from the application of a questionnaire with open questions on Google Forms and from the open reports in a debate held previously by Google Meet. It took 354 responses in which the absence of social interaction, lack of focus and interest in activities due to the amount of distractions, and practical classes are among the main aspects covered by the students. Meanwhile, the possibility of flexible schedule, learning new technologies and information about studying at home appear as the most cited positive aspects. There are, therefore, positive and negative impacts of remote teaching for higher education courses at IFSULDEMINAS, which developed actions in the search for methodologies and actions to help students. Porém, constata-se a necessidade de mais estudos para mensurar o impacto do ensino remoto, ocasionado pela pandemia, sobre o aprendizado. However, there is a need for more studies to measure the impact of remote teaching, caused by the pandemic, on learning. |
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Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS)Percepción de la educación en un entorno remoto por parte de los estudiantes que participan en los programas de iniciación docente (PIBID y Pro-Licentiates) del Instituto Federal del Sur de Minas Gerais (IFSULDEMINAS)Percepção sobre educação em ambiente remoto dos alunos participantes de programas de iniciação à docência (PIBID e Pró-Licenciaturas) do Instituto Federal do Sul de Minas Gerais (IFSULDEMINAS)TeachingPandemic ImpactsLicensureTechnological ResourcesPIBID.Educación Impactos de la pandemiaTitulaciónRecursos tecnológicosPIBID.EnsinoImpactos da pandemiaLicenciaturaRecursos tecnológicosPIBID.The transition from face-to-face teaching to the emergency remote format during the pandemic affected teachers and students in a different way, at all levels of education and age groups, including institutional programs for teaching initiation scholarships such as PIBID, for example, that also had to adapt to this new reality. Given this perspective, a diagnostic analysis of the perception of remote teaching by undergraduate students at IFSULDEMINAS linked to the teaching initiation programs. Thus, from the activities carried out at the 6th Undergraduate Meeting, organized by IFSULDEMINAS, online, the answers were obtained from the application of a questionnaire with open questions on Google Forms and from the open reports in a debate held previously by Google Meet. It took 354 responses in which the absence of social interaction, lack of focus and interest in activities due to the amount of distractions, and practical classes are among the main aspects covered by the students. Meanwhile, the possibility of flexible schedule, learning new technologies and information about studying at home appear as the most cited positive aspects. There are, therefore, positive and negative impacts of remote teaching for higher education courses at IFSULDEMINAS, which developed actions in the search for methodologies and actions to help students. Porém, constata-se a necessidade de mais estudos para mensurar o impacto do ensino remoto, ocasionado pela pandemia, sobre o aprendizado. However, there is a need for more studies to measure the impact of remote teaching, caused by the pandemic, on learning.La transición de la docencia presencial al formato de emergencia remota durante la pandemia afectó a docentes y estudiantes de diferente manera, en todos los niveles educativos y grupos de edad, incluyendo programas institucionales de becas de iniciación a la docencia como PIBID, por ejemplo, quie también tuvieron que adaptarse a esta nueva realidad. Desde esta perspectiva, se realizó un análisis diagnóstico de la percepción de la enseñanza a distancia por parte de los estudiantes de pregrado de IFSULDEMINAS vinculada a los programas de iniciación docente. Así, a partir de las actividades realizadas en el VI Encuentro de Grado, organizado por IFSULDEMINAS, online, se obtuvieron respuestas de la aplicación de un cuestionario con preguntas abiertas elaborado en Google Forms y de los informes presentados en un debate realizado posteriormente por Google Meet. Se obtuvo 354 respuestas, en las que la ausencia de interacción social, la falta de enfoque e interés por las actividades por la cantidad de distracciones, y la ausencia de clases prácticas se encuentran entre los principales aspectos negativos que presentan los alumnos, mientras que la posibilidad de flexibilidad horaria, el aprendizaje de nuevas tecnologías y la conveniencia de estudiar en casa aparecen como los factores positivos más citados. Existen, por tanto, impactos positivos y negativos de la enseñanza a distancia para los cursos de educación superior en IFSULDEMINAS, que desarrolló acciones en la búsqueda de metodologías y acciones para ayudar a los estudiantes. Sin embargo, se necesitan más estudios para medir el impacto del aprendizaje remoto, causado por la pandemia, en el aprendizaje.A transição do ensino presencial para o formato remoto emergencial durante a pandemia afetou de maneira distinta docentes e discentes, em todos os níveis de escolaridade e faixas etárias, inclusive os programas institucionais de bolsas de iniciação à docência como o PIBID, por exemplo, que também tiveram que se adaptar a essa nova realidade. Diante dessa perspectiva, realizou-se uma análise diagnóstica da percepção do ensino remoto por parte dos acadêmicos de licenciatura do IFSULDEMINAS vinculados aos programas de iniciação à docência. Assim, a partir das atividades realizadas no 6o Encontro das Licenciaturas, organizado pelo IFSULDEMINAS, de forma on-line, obteve-se respostas a partir da aplicação de um questionário com questões abertas criado no Google Forms e dos relatos apresentados em um debate realizado posteriormente pelo Google Meet. Foram obtidas 354 respostas, em que a ausência de interação social, a falta de foco e interesse nas atividades devido à quantidade de distrações, e ausência de aulas práticas estão entre os principais aspectos negativos apresentados pelos estudantes, enquanto que a possibilidade de flexibilização no horário, o aprendizado de novas tecnologias e a comodidade de se estudar em casa aparecem como os fatores positivos mais citados. Há, portanto, impactos positivos e negativos do ensino remoto para os cursos superiores em licenciatura do IFSULDEMINAS, que desenvolveu ações na busca de metodologias e ações no auxílio aos discentes. Porém, constata-se a necessidade de mais estudos para mensurar o impacto do ensino remoto, ocasionado pela pandemia, sobre o aprendizado.Research, Society and Development2021-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2181210.33448/rsd-v10i14.21812Research, Society and Development; Vol. 10 No. 14; e135101421812Research, Society and Development; Vol. 10 Núm. 14; e135101421812Research, Society and Development; v. 10 n. 14; e1351014218122525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/21812/19423Copyright (c) 2021 Juliana Cristina dos Santos; Flavio Adriano Bastos; Marcos Magalhães de Souza; Ariane Borges de Figueiredo; Isabel Ribeiro do Valle Teixeira; Luciane de Castro Quintiliano https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Juliana Cristina dos Bastos, Flavio Adriano Souza, Marcos Magalhães de Figueiredo, Ariane Borges deTeixeira, Isabel Ribeiro do Valle Quintiliano , Luciane de Castro2021-12-04T11:48:39Zoai:ojs.pkp.sfu.ca:article/21812Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:41:09.043301Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) Percepción de la educación en un entorno remoto por parte de los estudiantes que participan en los programas de iniciación docente (PIBID y Pro-Licentiates) del Instituto Federal del Sur de Minas Gerais (IFSULDEMINAS) Percepção sobre educação em ambiente remoto dos alunos participantes de programas de iniciação à docência (PIBID e Pró-Licenciaturas) do Instituto Federal do Sul de Minas Gerais (IFSULDEMINAS) |
title |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) |
spellingShingle |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) Santos, Juliana Cristina dos Teaching Pandemic Impacts Licensure Technological Resources PIBID. Educación Impactos de la pandemia Titulación Recursos tecnológicos PIBID. Ensino Impactos da pandemia Licenciatura Recursos tecnológicos PIBID. |
title_short |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) |
title_full |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) |
title_fullStr |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) |
title_full_unstemmed |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) |
title_sort |
Perception of education in a remote environment by students participating in teaching initi ation programs (PIBID and Pro-Licentiates) of the Federal Institute of Southern Minas Gerais (IFSULDEMINAS) |
author |
Santos, Juliana Cristina dos |
author_facet |
Santos, Juliana Cristina dos Bastos, Flavio Adriano Souza, Marcos Magalhães de Figueiredo, Ariane Borges de Teixeira, Isabel Ribeiro do Valle Quintiliano , Luciane de Castro |
author_role |
author |
author2 |
Bastos, Flavio Adriano Souza, Marcos Magalhães de Figueiredo, Ariane Borges de Teixeira, Isabel Ribeiro do Valle Quintiliano , Luciane de Castro |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Santos, Juliana Cristina dos Bastos, Flavio Adriano Souza, Marcos Magalhães de Figueiredo, Ariane Borges de Teixeira, Isabel Ribeiro do Valle Quintiliano , Luciane de Castro |
dc.subject.por.fl_str_mv |
Teaching Pandemic Impacts Licensure Technological Resources PIBID. Educación Impactos de la pandemia Titulación Recursos tecnológicos PIBID. Ensino Impactos da pandemia Licenciatura Recursos tecnológicos PIBID. |
topic |
Teaching Pandemic Impacts Licensure Technological Resources PIBID. Educación Impactos de la pandemia Titulación Recursos tecnológicos PIBID. Ensino Impactos da pandemia Licenciatura Recursos tecnológicos PIBID. |
description |
The transition from face-to-face teaching to the emergency remote format during the pandemic affected teachers and students in a different way, at all levels of education and age groups, including institutional programs for teaching initiation scholarships such as PIBID, for example, that also had to adapt to this new reality. Given this perspective, a diagnostic analysis of the perception of remote teaching by undergraduate students at IFSULDEMINAS linked to the teaching initiation programs. Thus, from the activities carried out at the 6th Undergraduate Meeting, organized by IFSULDEMINAS, online, the answers were obtained from the application of a questionnaire with open questions on Google Forms and from the open reports in a debate held previously by Google Meet. It took 354 responses in which the absence of social interaction, lack of focus and interest in activities due to the amount of distractions, and practical classes are among the main aspects covered by the students. Meanwhile, the possibility of flexible schedule, learning new technologies and information about studying at home appear as the most cited positive aspects. There are, therefore, positive and negative impacts of remote teaching for higher education courses at IFSULDEMINAS, which developed actions in the search for methodologies and actions to help students. Porém, constata-se a necessidade de mais estudos para mensurar o impacto do ensino remoto, ocasionado pela pandemia, sobre o aprendizado. However, there is a need for more studies to measure the impact of remote teaching, caused by the pandemic, on learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-28 |
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/21812 10.33448/rsd-v10i14.21812 |
url |
https://rsdjournal.org/index.php/rsd/article/view/21812 |
identifier_str_mv |
10.33448/rsd-v10i14.21812 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/21812/19423 |
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. 14; e135101421812 Research, Society and Development; Vol. 10 Núm. 14; e135101421812 Research, Society and Development; v. 10 n. 14; e135101421812 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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1797052809473949696 |