Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil
The experience of the COVID-19 pandemic brought changes in the teaching and learning process in Basic Education, especially in the transition from the face-to-face format to Emergency Remote Teaching (ERE). Given this situation, this article sought to understand how the teaching practice was produce...
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| Lenguaje: | por |
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Universidad de Costa Rica
2022
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/50626 |
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| author | Cavalcante dos Santos, Eliana Cavalcante Lacerda Junior, José |
| author_facet | Cavalcante dos Santos, Eliana Cavalcante Lacerda Junior, José |
| author_sort | Cavalcante dos Santos, Eliana |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The experience of the COVID-19 pandemic brought changes in the teaching and learning process in Basic Education, especially in the transition from the face-to-face format to Emergency Remote Teaching (ERE). Given this situation, this article sought to understand how the teaching practice was produced with the use of digital technologies during the ERE experience in the city of Lábrea, state of Amazonas, Brazil. For this, the research was based on a methodology with a qualitative approach and was built from participant observation, registration in a field diary and application of a semi-structured questionnaire. The data construction process was carried out between February and March 2021, in which 21 Basic Education teachers from that city participated, and Content Analysis was used as a technique for the analysis procedure, mainly in the ordering and systematization of their activities. activities. The research results reflected some challenges that teachers faced during this experience, such as: fear of contagion of the disease and uncertainties about professional training, internet access, lack of diversity of technological tools and effectiveness of the learning process. Finally, the text presents the teaching practice that is forged in everyday life between the expectations of innovations proposed by digital technologies and the multiplicity of social arrangements, such as the precariousness of internet access during the COVID-19 pandemic. |
| format | Online |
| id | INIE-RAIE-article-50626 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | por |
| publishDate | 2022 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-506262022-08-31T16:31:10Z The challenges of teaching in Basic Education during the COVID-19 pandemic in Lábrea – Amazonas - Brazil Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil Os desafios da docência na Educação Básica durante a pandemia de COVID-19 na cidade de Lábrea, Amazonas, Brasil Cavalcante dos Santos, Eliana Cavalcante Lacerda Junior, José teaching pandemic emergency remote teaching (ERE) docencia pandemia enseñanza remota de emergencia (ERE)) docência pandemia ensino remoto ensino remoto emergencial (ERE) The experience of the COVID-19 pandemic brought changes in the teaching and learning process in Basic Education, especially in the transition from the face-to-face format to Emergency Remote Teaching (ERE). Given this situation, this article sought to understand how the teaching practice was produced with the use of digital technologies during the ERE experience in the city of Lábrea, state of Amazonas, Brazil. For this, the research was based on a methodology with a qualitative approach and was built from participant observation, registration in a field diary and application of a semi-structured questionnaire. The data construction process was carried out between February and March 2021, in which 21 Basic Education teachers from that city participated, and Content Analysis was used as a technique for the analysis procedure, mainly in the ordering and systematization of their activities. activities. The research results reflected some challenges that teachers faced during this experience, such as: fear of contagion of the disease and uncertainties about professional training, internet access, lack of diversity of technological tools and effectiveness of the learning process. Finally, the text presents the teaching practice that is forged in everyday life between the expectations of innovations proposed by digital technologies and the multiplicity of social arrangements, such as the precariousness of internet access during the COVID-19 pandemic. La experiencia de la pandemia del COVID-19 trajo cambios en el proceso de enseñanza y aprendizaje en la Educación Básica, principalmente en la transición del formato presencial a la Enseñanza Remota de Emergencia (ERE). Ante esta situación, este artículo buscó comprender cómo se produjo la práctica docente con el uso de las tecnologías digitales durante la experiencia de la ERE en la ciudad de Lábrea, estado de Amazonas, Brasil. Para ello, la investigación se basó en una metodología con enfoque cualitativo y se construyó a partir de la observación participante, de un registro de diario de campo y de la aplicación de un cuestionario semiestructurado. El proceso de construcción de datos se llevó a cabo entre febrero y marzo de 2021, en el que participaron 21 docentes de Educación Básica de la citada ciudad, y para el procedimiento de análisis se utilizó como técnica el Análisis de Contenido, principalmente en la ordenación y sistematización de sus actividades. Los resultados de la investigación reflejaron algunos desafíos que enfrentaron los docentes durante esta experiencia, tales como: miedo al contagio de la enfermedad e incertidumbres sobre la formación profesional, acceso a internet, falta de diversidad de herramientas tecnológicas y efectividad del proceso de aprendizaje. Finalmente, el texto presenta la práctica docente que se fragua en el cotidiano entre las expectativas de las innovaciones propuestas por las tecnologías digitales y la multiplicidad de arreglos sociales, como la precariedad del acceso a internet durante la pandemia del COVID-19. A experiência da pandemia COVID-19 trouxe mudanças no processo de ensino e aprendizagem na Educação Básica, principalmente na transição do formato presencial para o Ensino Remoto Emergencial (ERE). Diante dessa situação, este artigo buscou compreender como se deu a prática docente no uso das tecnologias digitais na experiência da ERE na cidade de Lábrea, estado do Amazonas, Brasil. Para tanto, a pesquisa fundamentou-se em uma metodologia com abordagem qualitativa e foi construída a partir da observação participante, de um registro em diário de campo e da aplicação de um questionário semiestruturado. O processo de construção dos dados foi realizado entre fevereiro e março de 2021, do qual participaram 21 professores da Educação Básica da cidade supracitada, sendo que para o procedimento de análise foi utilizada como técnica a Análise de Conteúdo, principalmente na ordenação e sistematização de suas fases. Os resultados da pesquisa repercutiram em alguns desafios enfrentados pelos professores durante essa experiência, como: medo do contágio da doença e incertezas sobre a formação profissional, acesso à internet, falta de diversidade de ferramentas tecnológicas e efetividade do processo de aprendizagem. Por fim, o texto apresenta a prática docente que se forja no cotidiano entre as expectativas das inovações propostas pelas tecnologias digitais e a multiplicidade de arranjos sociais, como a precariedade do acesso à internet, durante a pandemia de COVID-19. Universidad de Costa Rica 2022-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article texto application/pdf text/xml application/zip https://revistas.ucr.ac.cr/index.php/aie/article/view/50626 10.15517/aie.v22i3.50626 Actualidades Investigativas en Educación; Vol. 22 No. 3 (2022): (September-December); 1-23 Actualidades Investigativas en Educación; Vol. 22 Núm. 3 (2022): (Setiembre-Diciembre); 1-23 Actualidades Investigativas en Educación; v. 22 n. 3 (2022): (Setiembre-Diciembre); 1-23 1409-4703 por https://revistas.ucr.ac.cr/index.php/aie/article/view/50626/52439 https://revistas.ucr.ac.cr/index.php/aie/article/view/50626/53790 https://revistas.ucr.ac.cr/index.php/aie/article/view/50626/53792 Derechos de autor 2022 Eliana Cavalcante dos Santos, José Cavalcante Lacerda Junior http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | teaching pandemic emergency remote teaching (ERE) docencia pandemia enseñanza remota de emergencia (ERE)) docência pandemia ensino remoto ensino remoto emergencial (ERE) Cavalcante dos Santos, Eliana Cavalcante Lacerda Junior, José Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil |
| title | Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil |
| title_alt | The challenges of teaching in Basic Education during the COVID-19 pandemic in Lábrea – Amazonas - Brazil Os desafios da docência na Educação Básica durante a pandemia de COVID-19 na cidade de Lábrea, Amazonas, Brasil |
| title_full | Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil |
| title_fullStr | Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil |
| title_full_unstemmed | Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil |
| title_short | Los desafíos de la docencia en la Educación Básica durante la pandemia de COVID-19 en Lábrea, Amazonas, Brasil |
| title_sort | los desafios de la docencia en la educacion basica durante la pandemia de covid 19 en labrea amazonas brasil |
| topic | teaching pandemic emergency remote teaching (ERE) docencia pandemia enseñanza remota de emergencia (ERE)) docência pandemia ensino remoto ensino remoto emergencial (ERE) |
| topic_facet | teaching pandemic emergency remote teaching (ERE) docencia pandemia enseñanza remota de emergencia (ERE)) docência pandemia ensino remoto ensino remoto emergencial (ERE) |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/50626 |
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