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A utilização das tecnologias digitais em contexto de ensino remoto : evidenciando práticas de professores da educação pré-escolar e primeiro ciclo
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Resumo(s)
Diante de um período de reinvenções em decorrência do isolamento domiciliar e fechamento de
escolas na cidade de São Paulo, devido à pandemia da Covid-19, buscou-se por meio desta
investigação evidenciar o uso das tecnologias digitais num contexto
de educação formal durante o chamado ensino remoto, destacando práticas que possam perdurar
para além desse período, na procura de melhorias e inovações no processo de ensino aprendizagem.
Neste novo contexto imposto à área educacional, temas como a inovação no processo de ensino
aprendizagem e o uso tecnologias digitais visando uma aprendizagem significativa mais do que
nunca entraram em pauta e levaram-nos a um problema de investigação que refere-se ao modo pelo
qual estudantes e professores, em contexto de aprendizagem formal, apropriaram-se das tecnologias
digitais no período de ensino remoto visando dar continuidade ao processo de ensino aprendizagem.
No que refere-se à natureza da investigação, optamos por uma abordagem metodológica
qualitativa/interpretativa baseada na análise de conteúdo, utilizando como instrumentos de recolha
de dados entrevistas semi-diretivas junto a quatro professoras de uma escola particular em São
Paulo, sendo que duas lecionam na educação pré-escolar e duas no primeiro ciclo.
Paralelamente, o processo geral de redução e análise de dados qualitativos adotado dividiu-se em
três fases, quais sejam a criação do sistema de análise, o processamento da informação e a extração
do conteúdo significativo, que articulam-se com os passos por nós considerados na análise e
reconstrução de significados da entrevista em questão.
Os resultados obtidos revelam que diversas tecnologias digitais foram utilizadas pelos docentes e
alunos, integrando metodologias diferenciadas e pensadas para a realidade específica da unidade
escolar em questão e do contexto histórico vivido, possibilitando manter o vínculo ainda que
distante entre a comunidade escolar e a possibilidade de dar continuidade ao processo de
ensino-aprendizagem.
Evidenciou-se que o suporte oferecido e as formações específicas recorrentes já desde um momento
anterior ao do ensino remoto foram essenciais para unir a teoria aprendida com a reinvenção da
prática necessária no momento, dando confiança às professoras envolvidas.
Facing a period of reinventions as a result of home isolation and school closures in São Paulo city, due to the Covid-19 pandemic, this research seeks to highlight the use of digital technologies in a context of formal education during the so-called remote teaching, emphasizing practices that may last beyond this period, especially in the search for improvements and innovations in the teaching and learning process. In this new context imposed on the educational area, themes such as innovation in the teaching and learning process and the use of digital technologies aimed at meaningful learning have come to the forefront more than ever and led us to a research problem that refers to the way in which students and teachers, in a formal learning context, appropriated digital technologies during the remote teaching period in order to give continuity to the teaching and learning process. Regarding the nature of the research, we opted for a qualitative/interpretative methodological approach based on content analysis, using as instruments of data collection semi-directive interviews with four teachers from a private school in São Paulo, two of whom teach in preschool education and two in the elementary school. In parallel, the general process of qualitative data reduction and analysis adopted was divided into three phases, namely the creation of the analysis system, the processing of information, and the extraction of meaningful content, which articulate with the steps we considered in the analysis and reconstruction of meanings of the interview in question. The results obtained reveal that several digital technologies were used by teachers and students, integrating distinctive methodologies designed for the specific reality of the school unit in question and the historical context experienced, making it possible to maintain the connection, even if distant, between the school community and the possibility of giving continuity to the teaching and learning process. It was evident that the support offered and the specific recurring formative trainings from a time before remote teaching were essential to combine the theory learned with the practice reinvention needed at the moment, providing confidence to the teachers involved.
Facing a period of reinventions as a result of home isolation and school closures in São Paulo city, due to the Covid-19 pandemic, this research seeks to highlight the use of digital technologies in a context of formal education during the so-called remote teaching, emphasizing practices that may last beyond this period, especially in the search for improvements and innovations in the teaching and learning process. In this new context imposed on the educational area, themes such as innovation in the teaching and learning process and the use of digital technologies aimed at meaningful learning have come to the forefront more than ever and led us to a research problem that refers to the way in which students and teachers, in a formal learning context, appropriated digital technologies during the remote teaching period in order to give continuity to the teaching and learning process. Regarding the nature of the research, we opted for a qualitative/interpretative methodological approach based on content analysis, using as instruments of data collection semi-directive interviews with four teachers from a private school in São Paulo, two of whom teach in preschool education and two in the elementary school. In parallel, the general process of qualitative data reduction and analysis adopted was divided into three phases, namely the creation of the analysis system, the processing of information, and the extraction of meaningful content, which articulate with the steps we considered in the analysis and reconstruction of meanings of the interview in question. The results obtained reveal that several digital technologies were used by teachers and students, integrating distinctive methodologies designed for the specific reality of the school unit in question and the historical context experienced, making it possible to maintain the connection, even if distant, between the school community and the possibility of giving continuity to the teaching and learning process. It was evident that the support offered and the specific recurring formative trainings from a time before remote teaching were essential to combine the theory learned with the practice reinvention needed at the moment, providing confidence to the teachers involved.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Covid 19 Ensino à distância Tecnologias digitais Ensino-aprendizagem Educação pré-escolar Ensino básico (1º ciclo) Teses de mestrado - 2022