Ensino remoto em debate

Abstract

This work is the result of a collective production and brings an emerging contemporary debate about Remote Education, which was the teaching modality adopted as an alternative due to the suspension of face-to-face classes due to the need for social distance due to the high risks of contamination of the new Coronavirus, responsible for Covid-19. Thus, in it we seek to discuss Remote Teaching from diverse perspectives, from reflections of research professors who are experiencing this reality and thereby strengthen the debate about Remote Teaching, especially in relation to its differentiation from Teaching to Distance Learning (EAD) and pointing out its possibilities and limitations from different perspectives. The threads of the debate presented here were woven into 9 chapters, the first of which, entitled Recent research on remote education, presents a mapping and systematization of recent publications dealing with Remote Education. To this end, we used a state-of-the-art bibliographic methodology on Remote Education, in order to present what has been researched and disseminated on this topic in 53 (fifty-three) scientific articles published in national magazines in 2020. As main results we point out some reflections and the indication of some gaps that we believe are capable of further investigation. In Perspectives for the return of face-to-face classes, second chapter, the authors present reflections regarding the prospects for the return of face-to-face classes at the IFMA Campus Santa Inês, where remote teaching was implemented and for this, we present the observations of research professors who experience this process. In Norms applicable to remote education: an analysis of ordinances No. 343 and 345 of the Ministry of Education in the light of Brazilian law, third chapter, the author seeks to differentiate Remote Emergency Education - ERE from distance learning - EAD. Thus, in order to avoid conceptual confusion and normative application, the author carried out a bibliographic review on the proposed theme and made an analysis of the most relevant points of the rules that regulate the ERE and which are applied to federal educational institutions. In Remote teaching and distance education: pedagogical theories and practices during the Covid-19 pandemic, fourth chapter, the authors deal with the experience of teachers who teach in the category of remote education and in the mode of distance education (DE) during the Covid-19 pandemic, with the aim of discussing theories and pedagogical practices of remote education and distance education. The results of the developed research reveal that there is a symbolic, formative and technological difference between teachers who teach remotely and at a distance, so the authors could conclude that the best methodologies, technologies, resources or assessment of learning are those in the teaching domain, and indefectible pedagogical theories and practices are those that fit the needs of institutions and society. In Challenges and Experiences in Vocational Education: Possible Paths for Remote Teaching in the Pandemic Context, Fifth Chapter, the authors pointed out experiences, challenges and possible paths for remote teaching in Vocational Education. As a result, they point out some difficulties in the efficiency of remote education in Basic Technical and Professional Education, as well as the possibilities of success in the practice of remote education, in addition to evidence that remote education does not fully achieve the intended training, but constitutes if in an opportunity to build / strengthen affective bonds, try new teaching possibilities, promote reflections on the socioeconomic context and on new human relationships and the environment. In Between reality and the possibilities narrated by teachers in training: on screen, remote teaching in times of pandemic, sixth chapter the author analyzes elements, in formative terms, of the reality about remote teaching and the possibilities of teacher training in times of pandemic, from the narrative of 5 (five) teachers, who pointed to (un) expected realities of lived stories, through challenges and implications in teacher education, in addition to (im) foreseen possibilities with announced (trans) formations against remote teaching for new times. In The teacher in remote education and its new assignments, seventh chapter, the author carried out an analysis in order to identify the main factors that made the teacher incorporate new assignments due to the changes suffered in the teaching format. For this, a comparative study of remote education and distance learning was carried out so that it is possible to perceive their differences and thus reflect on these new attributions of the teacher In Remote Teaching from the Student's Perspective, eighth chapter, the actor seeks to investigate and debate what is conception that students have about Remote Teaching. As results it presents the analysis of a research, via electronic questionnaire in the form of Google with 64 students who attend the Technical High School in the IFMA Campus Santa Inês, that point to a conception that the Remote Education is emergency and temporary and that this does not intend if it matches the face-to-face, however, the Remote Education offer does not repair (or) your educational losses caused by the suspension of face-to-face classes. In, tools for remote teaching, ninth and also last chapter, the authors describe the main TDICs used in current remote education and display their characteristics, using the descriptive research method. I emphasize that it is the desire of all the authors of this work, to contribute to the reflection and debate about Remote Education, aware that here we bring only some aspects of this theme, given its ineditude and complexity. However, we emphasize that the aspects addressed here are of great relevance and also necessary in the search for the expansion of knowledge and theoretical formulations specific to this field, capable of supporting and consolidating the paths of this new teaching modality, so that it takes their own directions in the educational field.