Percepções de estudantes de um mestrado em ensino acerca das aulas remotas durante período de pandemia da covid-19
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Data
2023-03
Autores
Orientador
Schwertner, Suzana Feldens
Banca
Horn, Claúdia Inês
Schuck, Rogério José
Ohlweiler, Mariane Inês
Título do periódico
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Título do Volume
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Resumo
Historicamente, com o desenvolvimento das Tecnologias da Informação e Comunicação, temos vivenciado transformações nas mais diversas áreas da sociedade. O campo da educação é um desses espaços em que as tecnologias têm feito emergir novos comportamentos e relações com o saber. Diante da pandemia da Covid-19, presenciamos circunstâncias ainda mais relevantes desse impacto das tecnologias no ensino. As tecnologias digitais possibilitam outras formas de acesso à informação e podem fazer parte do processo de ensinar e aprender. Em virtude das circunstâncias da pandemia, as Instituições de ensino, em específico o ensino superior, precisaram se adequar para o ensino remoto. Dessa forma, esta pesquisa tem como objetivo analisar a percepção dos alunos de um Mestrado em Ensino de uma Universidade do interior do Rio Grande do Sul acerca das aulas remotas demandadas no período de 2020 e 2021. O estudo busca conhecer as percepções dos estudantes e trazer contribuições para o campo do ensino no âmbito da pós- graduação. Tem como metodologia a abordagem qualitativa, envolvendo o uso de questionários como instrumento de pesquisa. Para analisar os dados, faz uso da análise de conteúdo. Com os resultados deste trabalho, foram estabelecidas como categorias analíticas: A sobrecarga no ensino remoto: os limites entre o público e o privado; Aula no ensino remoto: é suficiente estar conectado?; Estar perto mesmo estando longe: as proximidades do ensino remoto; e Ensino remoto pós-pandemia: uma possibilidade que veio para ficar? Assim, conclui-se que em nível de Pós- Graduação, o ensino remoto foi percebido positivamente pelos estudantes. E que, de forma mais elaborada, pode vir a ser uma possibilidade de prática educativa complementar.
Historically, we have faced varied social transformations due to the development of Information and Communication Technologies. Education has been one of the social spheres where technologies have brought about impact as well as emerging behaviors and relations to knowledge. Owing to the Covid-19 pandemic, we have experienced relevant circumstances of technological impact on teaching practice. Digital technologies enable other ways of accessing information, and they might be part of learning and teaching processes. In face of pandemic outcomes, educational institutions had to rearrange and move to remote teaching, especially in higher education. Thus, this research aims at analyzing perceptions of Master’s students in Teaching from a countryside university in Rio Grande do Sul, Brazil, with regards to remote classes undergone in 2020 and 2021. This study seeks to identify students’ perceptions and also to contribute to graduate research in the field of teaching. As for the methodology, this research is grounded on a qualitative perspective through the use of questionnaires as field instruments. Concerning data analysis, this research is based on content analysis. The following analytical categories emerged from the results: overload sensation during remote teaching: limits between public and private life; Having class in remote teaching: is it enough to be connected?; Being close while standing apart: proximities of remote education; Post-pandemic remote teaching: a possibility to be established? Therefore, it was concluded that remote education was perceived as positive by students at graduate level. In addition, if remote teaching happens to be more elaborated, it could be a possibility for complementary practices.
Historically, we have faced varied social transformations due to the development of Information and Communication Technologies. Education has been one of the social spheres where technologies have brought about impact as well as emerging behaviors and relations to knowledge. Owing to the Covid-19 pandemic, we have experienced relevant circumstances of technological impact on teaching practice. Digital technologies enable other ways of accessing information, and they might be part of learning and teaching processes. In face of pandemic outcomes, educational institutions had to rearrange and move to remote teaching, especially in higher education. Thus, this research aims at analyzing perceptions of Master’s students in Teaching from a countryside university in Rio Grande do Sul, Brazil, with regards to remote classes undergone in 2020 and 2021. This study seeks to identify students’ perceptions and also to contribute to graduate research in the field of teaching. As for the methodology, this research is grounded on a qualitative perspective through the use of questionnaires as field instruments. Concerning data analysis, this research is based on content analysis. The following analytical categories emerged from the results: overload sensation during remote teaching: limits between public and private life; Having class in remote teaching: is it enough to be connected?; Being close while standing apart: proximities of remote education; Post-pandemic remote teaching: a possibility to be established? Therefore, it was concluded that remote education was perceived as positive by students at graduate level. In addition, if remote teaching happens to be more elaborated, it could be a possibility for complementary practices.
Descrição
Palavras-chave
Pandemia; Ensino remoto; Pós-graduação; Estudantes; Pandemic; Remote education; Graduation; Students
Citação
ARAÚJO, Dart Clea Rios Andrade. Percepções de estudantes de um mestrado em ensino acerca das aulas remotas durante período de pandemia da covid-19. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 02 mar. 2023. Disponível em: http://hdl.handle.net/10737/3470.