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Ensino remoto de emergência - Percepção do impacto emocional das crianças, pais e professores do ensino fundamental II
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A presente investigação tem como objetivo analisar a resposta do impacto emocional da
pandemia do novo coronavírus e do ensino remoto emergencial (ERE) em um grupo de
crianças, pais e professores do ensino fundamental II.
Desenvolvemos uma breve revisão da literatura sobre o estudo científico das emoções, de
suas origens até os dias atuais, buscando aprimorar o conhecimento desta área que tanto
influencia o comportamento humano, a expressão dos sentimentos e as maneiras de agir. O
estudo das emoções foi crucial para a compreensão dos reflexos da pandemia e do ERE em
crianças, pais e professores, em que se vivenciam tanto reações positivas quanto negativas.
Também desenvolvemos uma revisão de literatura sobre os conceitos de ensino online,
ensino a distância e ensino remoto emergencial. As experiências em alguns desses estudos
evidenciaram práticas de ensino a distância já existentes há bastante tempo. O progresso, as
dificuldades e as experiências com o ensino remoto emergencial foram analisados por alguns
dos autores estudados e referidos neste estudo.
A metodologia foi de inquérito por questionário sobre dois conceitos em análise: emoções
percepcionadas e o uso das tecnologias digitais antes e durante a pandemia. Os inquéritos
foram aplicados no período de fevereiro a abril de 2021 a uma amostra não probabilística de
alunos, pais e professores de três escolas particulares do ensino fundamental II das cidades do
litoral do Paraná, totalizando 78 inquéritos respondidos.
Após a análise dos resultados, concluímos que os sentimentos positivos eram mais
experimentados antes da pandemia; porém, com a mudança do ensino presencial para o
ensino remoto emergencial e a necessidade de estar confinado, as emoções negativas foram
mais manifestadas devido à necessidade de adaptação a esta nova situação e a este novo
método de ensino e às novas tecnologias durante a pandemia da covid-19.
The present investigation aims to analyze the response of the emotional impact of the new coronavirus pandemic, as well as the emergency remote teaching (ERT) in a group of middle school children, parents, and teachers. We developed a brief literature review on the scientific study of emotions, from its origins to the present day, seeking to improve the knowledge of this area that has such an influence on human behavior, the expression of feelings, and the ways of acting. The study of emotions was crucial to understanding the reflexes of the pandemic and the ERT in children, parents, and teachers, in which both positive and negative reactions are experienced. We also developed a literature review on the concepts of online learning, distance learning, and emergency remote teaching. The experiences in some of these studies highlighted distance learning practices that have been going on for quite some time. Some of the authors referred to in this study analyzed the progress, difficulties, and experiences related to emergency remote teaching. The methodology was a questionnaire survey on two concepts under analysis: perceived emotions and the use of digital technologies before and during the pandemic. The surveys were applied from February to April 2021 to a non-probabilistic sample of students, parents, and teachers from three private middle schools in the coastal cities of Paraná, totaling 78 surveys answered. After analyzing the samples, we concluded that positive feelings were more experienced before the pandemic; however, with the change from face-to-face teaching to emergency remote teaching, negative emotions were more manifested due to the need to adapt to this new teaching method and new technologies during the coronavirus pandemic.
The present investigation aims to analyze the response of the emotional impact of the new coronavirus pandemic, as well as the emergency remote teaching (ERT) in a group of middle school children, parents, and teachers. We developed a brief literature review on the scientific study of emotions, from its origins to the present day, seeking to improve the knowledge of this area that has such an influence on human behavior, the expression of feelings, and the ways of acting. The study of emotions was crucial to understanding the reflexes of the pandemic and the ERT in children, parents, and teachers, in which both positive and negative reactions are experienced. We also developed a literature review on the concepts of online learning, distance learning, and emergency remote teaching. The experiences in some of these studies highlighted distance learning practices that have been going on for quite some time. Some of the authors referred to in this study analyzed the progress, difficulties, and experiences related to emergency remote teaching. The methodology was a questionnaire survey on two concepts under analysis: perceived emotions and the use of digital technologies before and during the pandemic. The surveys were applied from February to April 2021 to a non-probabilistic sample of students, parents, and teachers from three private middle schools in the coastal cities of Paraná, totaling 78 surveys answered. After analyzing the samples, we concluded that positive feelings were more experienced before the pandemic; however, with the change from face-to-face teaching to emergency remote teaching, negative emotions were more manifested due to the need to adapt to this new teaching method and new technologies during the coronavirus pandemic.
Descrição
Dissertação de mestrado, Educação (Área de Especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Ensino à distância - Brasil Tecnologias digitais Pandemia Emoções Teses de mestrado - 2021