Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte
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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/13659 |
Resumo: | This paper explores the premise that it is possible to adapt pedagogical approaches to the Remote Teaching model, given the limitation brough by the pandemic. In this context, 1st grade teachers at Escola Classe 304 Norte, in Brasilia, in the Federal District, shared their experience in relation to adaptations made to such pedagogical approaches. This research studies pedagogical approaches and practices, and adaptations tailored for remote teaching and its impact on children’s general learning outcomes. A qualitative research under an ethnographic scope was carried out through the systematic analysis of data collected by one the educators in her classroom work. It draws its theoretical basis on Social Sciences postulates, in particular ideas by André (1995), Sousa (2000), Libânio (2004), Klein and Pátaro (2008), Silva (2011), Souza and Serafim (2011), Veiga (2013) and Santos (2019). Results indicate that, although it is possible to employ technology resources to adapt pedagogical approaches and efficient and qualitatively improve children’s learning process, there are social-economic issues that directly interfere with such learning processes. |
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Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 NorteAdecuación de la propuesta pedagógica para la teleeducación: Experiencia de 1er año de Escola Classe 304 NorteAdequação da proposta pedagógica para o ensino remoto: A experiência dos 1os anos da Escola Classe 304 Norte Propuesta pedagógicaEnseñanza remotaEnseñanza-aprendizaje.Pedagogical practicesRemote TeachingTeaching-learning.Proposta pedagógicaEnsino remotoEnsino-aprendizagem.This paper explores the premise that it is possible to adapt pedagogical approaches to the Remote Teaching model, given the limitation brough by the pandemic. In this context, 1st grade teachers at Escola Classe 304 Norte, in Brasilia, in the Federal District, shared their experience in relation to adaptations made to such pedagogical approaches. This research studies pedagogical approaches and practices, and adaptations tailored for remote teaching and its impact on children’s general learning outcomes. A qualitative research under an ethnographic scope was carried out through the systematic analysis of data collected by one the educators in her classroom work. It draws its theoretical basis on Social Sciences postulates, in particular ideas by André (1995), Sousa (2000), Libânio (2004), Klein and Pátaro (2008), Silva (2011), Souza and Serafim (2011), Veiga (2013) and Santos (2019). Results indicate that, although it is possible to employ technology resources to adapt pedagogical approaches and efficient and qualitatively improve children’s learning process, there are social-economic issues that directly interfere with such learning processes.El presente estudio abordó el supuesto de que es posible adecuar las propuestas pedagógicas al modelo de Enseñanza a Distancia ante las limitaciones impuestas por la pandemia. Mientras tanto, buscamos socializar las experiencias vividas por los docentes de las clases de 1er año de la Escola Classe 304 Norte, ubicada en Brasilia, Distrito Federal, a partir de los ajustes realizados a esas propuestas pedagógicas. Se investigaron las propuestas y acciones pedagógicas, los ajustes realizados al modelo remoto y los impactos en el aprendizaje general de los niños. Así, se llevó a cabo una investigación cualitativa con perspectiva etnográfica, cuya recolección de datos tuvo lugar durante la práctica docente de uno de los conductores, a partir de la reflexión sistemática del ejercicio de su función. Como base teórica se utilizaron los postulados de las Ciencias Sociales, observando las ideas de André (1995), Sousa (2000), Libânio (2004), Klein y Pátaro (2008), Silva (2011), Souza y Serafim (2011)., Veiga (2013) y Santos, (2019). Los hallazgos indicaron que, si bien es posible aprovechar los recursos tecnológicos para adecuar las propuestas pedagógicas y dinamizar el proceso de aprendizaje de los niños de manera eficiente y cualitativa, existen aspectos socioeconómicos que interfieren en dicho proceso.O presente estudo tratou do pressuposto de que é possível adequar as propostas pedagógicas ao modelo de Ensino Remoto diante das limitações impostas pela pandemia. Nesse ínterim, buscou-se a socialização das experiências vividas pelas docentes das turmas de 1° ano da Escola Classe 304 Norte, situada em Brasília, Distrito Federal, com base nas adequações realizadas àquelas propostas pedagógicas. Foram investigadas as propostas e ações pedagógicas, as adequações realizadas para o modelo remoto e os impactos na aprendizagem geral das crianças. Assim, procedeu-se uma pesquisa qualitativa com olhar etnográfico, cuja recolha de dados se deu no decorrer da prática docente de uma das regentes, a partir da reflexão sistemática do exercício de sua função. Como base teórica fez-se uso dos postulados das Ciências Sociais, observando as ideias de André (1995), Sousa (2000), Libânio (2004), Klein e Pátaro (2008), Silva (2011), Souza e Serafim (2011), Veiga (2013) e Santos, 2019. Os achados indicaram que, embora seja possível fazer uso dos recursos tecnológicos para adequar as propostas pedagógicas e dinamizar eficiente e qualitativamente o processo de aprendizagem das crianças, têm-se questões de cunho socioeconômico que interferem em tal processo.Research, Society and Development2021-04-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1365910.33448/rsd-v10i4.13659Research, Society and Development; Vol. 10 No. 4; e43310413659Research, Society and Development; Vol. 10 Núm. 4; e43310413659Research, Society and Development; v. 10 n. 4; e433104136592525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/13659/12857Copyright (c) 2021 Helma Costa dos Santos; Margarida Elisa Ehrhart Ferreira; Maria Clécia Almeida de Souzahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Helma Costa dos Ferreira, Margarida Elisa Ehrhart Souza, Maria Clécia Almeida de 2021-04-25T11:21:26Zoai:ojs.pkp.sfu.ca:article/13659Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:56.940825Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte Adecuación de la propuesta pedagógica para la teleeducación: Experiencia de 1er año de Escola Classe 304 Norte Adequação da proposta pedagógica para o ensino remoto: A experiência dos 1os anos da Escola Classe 304 Norte |
title |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte |
spellingShingle |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte Santos, Helma Costa dos Propuesta pedagógica Enseñanza remota Enseñanza-aprendizaje. Pedagogical practices Remote Teaching Teaching-learning. Proposta pedagógica Ensino remoto Ensino-aprendizagem. |
title_short |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte |
title_full |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte |
title_fullStr |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte |
title_full_unstemmed |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte |
title_sort |
Adequacy of the pedagogical proposal for remote teaching: Experience of the 1st years of Escola Classe 304 Norte |
author |
Santos, Helma Costa dos |
author_facet |
Santos, Helma Costa dos Ferreira, Margarida Elisa Ehrhart Souza, Maria Clécia Almeida de |
author_role |
author |
author2 |
Ferreira, Margarida Elisa Ehrhart Souza, Maria Clécia Almeida de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Helma Costa dos Ferreira, Margarida Elisa Ehrhart Souza, Maria Clécia Almeida de |
dc.subject.por.fl_str_mv |
Propuesta pedagógica Enseñanza remota Enseñanza-aprendizaje. Pedagogical practices Remote Teaching Teaching-learning. Proposta pedagógica Ensino remoto Ensino-aprendizagem. |
topic |
Propuesta pedagógica Enseñanza remota Enseñanza-aprendizaje. Pedagogical practices Remote Teaching Teaching-learning. Proposta pedagógica Ensino remoto Ensino-aprendizagem. |
description |
This paper explores the premise that it is possible to adapt pedagogical approaches to the Remote Teaching model, given the limitation brough by the pandemic. In this context, 1st grade teachers at Escola Classe 304 Norte, in Brasilia, in the Federal District, shared their experience in relation to adaptations made to such pedagogical approaches. This research studies pedagogical approaches and practices, and adaptations tailored for remote teaching and its impact on children’s general learning outcomes. A qualitative research under an ethnographic scope was carried out through the systematic analysis of data collected by one the educators in her classroom work. It draws its theoretical basis on Social Sciences postulates, in particular ideas by André (1995), Sousa (2000), Libânio (2004), Klein and Pátaro (2008), Silva (2011), Souza and Serafim (2011), Veiga (2013) and Santos (2019). Results indicate that, although it is possible to employ technology resources to adapt pedagogical approaches and efficient and qualitatively improve children’s learning process, there are social-economic issues that directly interfere with such learning processes. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-17 |
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/13659 10.33448/rsd-v10i4.13659 |
url |
https://rsdjournal.org/index.php/rsd/article/view/13659 |
identifier_str_mv |
10.33448/rsd-v10i4.13659 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13659/12857 |
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. 4; e43310413659 Research, Society and Development; Vol. 10 Núm. 4; e43310413659 Research, Society and Development; v. 10 n. 4; e43310413659 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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1797052673123418112 |