Educação E Pandemia: Outras Ou Refinadas Formas De Exclusão

Assis, Ana Elisa Spaolonzi Queiroz

doi:10.1590/0102-469825112

Cited by 3 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Income is directly related to access to education, given that higher education has yet to be universalized. Only about one-fourth of young people aged 18 to 24 are in higher education institutions, and most of these students come from families with a household income greater than three minimum wages (BRL$1,212 equivalent to US$217.18 minimum wage monthly, starting on January 1, 2022) (Carvalho & Waltenberg, 2015;Assis, 2021).…”

Section: Resultsmentioning

confidence: 99%

Assessment of satisfaction in emergency remote learning from pharmacy students’ perspective in a public university in Brazil

Mendes,

Matos,

Soares

et al. 2024

RSD

View full text Add to dashboard Cite

The remote teaching-learning process in the Baccalaureate of Pharmacy at UFMG brought many challenges to the students, thus our objective was to assess the satisfaction of the students with the ERL. It was evaluated when the classes were instituted by means of Emergency Remote Learning (ERL), during the coronavirus pandemic (SARS-CoV-2). A questionnaire addressing teaching-learning data, sociodemographic habits and lifestyle was collected through a virtual platform and, data are analyzed by linear regression and by the Classification And Regression Tree (CART) technique. The overall mean students´ satisfaction with ERL was 3.12±1.10 (Likert scale 1-5), presenting an inverse correlation with learning in the professional cycle of the course (p<0.001). Only 3.1% indicated 'none or little learned', variable classified as maximum satisfaction. Low satisfaction was registered with the quality of the practical classes (3.06±1.22) revealing the limitation of ERL in the case of a lot of practical content, as for Pharmacy course. A high level of satisfaction was related to the didactics and methodology of the professors (3.55±0.99), showing their commitment and dedication to the ERL, despite the difficulties of its implementation. The study results point for improvements in content, course organization, or the use of different technologies to enhance student satisfaction with remote learning format.

show abstract

Section: Resultsmentioning

confidence: 99%

Assessment of satisfaction in emergency remote learning from pharmacy students’ perspective in a public university in Brazil

Mendes,

Matos,

Soares

et al. 2024

RSD

View full text Add to dashboard Cite

show abstract

“…Meanwhile, Assis (2021) discusses the uncompromising generalization of reality in the speeches given by teachers and students within the scope of public educational bodies in the context of the pandemic. The author resorted to conceptual argumentation in order to explore the analytical categories that emerged from the speculative process.…”

Section: Methodology and Resultsmentioning

confidence: 99%

Basic education in emergency contexts: what does research say about the reality of COVID-19?

Souza

Melo

Mira

2022

revtee

View full text Add to dashboard Cite

The health seriousness due to the Covid-19 virus pandemic that has been installed worldwide since 2019 has brought news in all areas of social life. In Brazil, the federal government has little to do with public policies aimed at social areas. While science, in addition to numerous assumptions and being the object of government denialist discourses, has sought to contribute to the clarification of the phenomenon of the pandemic and its impacts on society. Therefore, the present study sought to analyze the panorama of research, in the period 2020 and 2021, on basic education in times of a pandemic. For that, from a qualitative approach, a bibliographic research was carried out in which 11 works were selected. The investigations demonstrate that the option for distance teaching has proved to be the main alternative for the educational offer in this scenario, but its implementation accentuates the educational inequalities that exist in the country.

show abstract

“…Durante a pandemia, o uso dessas Metodologias Ativas e recursos tecnológicos tornou-se ainda mais importante devido à necessidade do ensino remoto e da adaptação das práticas educacionais ao ambiente virtual (Assis, 2021;Stahnke;Medina, 2022).…”

Section: Escola Pública Estadual 503%unclassified

Conteúdos e estratégias metodológicas em ensino de astronomia nos cursos de formação continuada: um enfoque dos professores do ensino básico

Voelzke,

Spinardi

2024

OLEL

View full text Add to dashboard Cite

O estudo em questão consistiu em uma pesquisa qualitativa que envolveu a participação de 18 professores do Ensino Básico na cidade de São Paulo. Esses professores atuam especificamente na disciplina de Astronomia e têm adotado metodologias ativas em sua prática pedagógica, especialmente durante o período da pandemia de COVID-19. O objetivo principal da pesquisa foi investigar as aspirações desses professores em relação aos cursos de formação continuada em Astronomia, os quais visam tanto aprofundar seus conhecimentos de conteúdo quanto desenvolver estratégias metodológicas relevantes para sua atuação em sala de aula. O estudo foi apresentado no XXIV Simpósio Nacional de Ensino de Física (SNEF), um evento acadêmico organizado pela Universidade Federal do ABC. O simpósio ocorreu de forma remota, entre os dias 19 e 30 de julho de 2021, congregando educadores e pesquisadores da área de Ensino de Física de todo o país. Durante o evento, foram discutidos diversos temas relacionados ao ensino de Física e áreas correlatas, proporcionando um espaço importante para a troca de experiências e conhecimentos entre os participantes. Os resultados da pesquisa revelaram alguns desafios enfrentados pelas universidades no que diz respeito à oferta de cursos de formação continuada em Astronomia. Foram observados que os currículos desses cursos nem sempre estão alinhados com as demandas e necessidades do Ensino Básico. Em muitos casos, os conteúdos de Astronomia abordados nas ementas das disciplinas são inseridos em contextos mais amplos, englobando uma variedade de assuntos distintos. Essa abordagem sugere uma possível superficialidade na forma como a Astronomia é tratada nos cursos de formação de professores. Diante desse cenário, os professores participantes da pesquisa expressaram a necessidade de uma abordagem mais aprofundada e contextualizada da Astronomia nos cursos de formação continuada. Eles destacaram a importância de conteúdos específicos e estratégias metodológicas que os auxiliem a melhorar sua prática pedagógica e a promover um ensino mais significativo e engajador para seus alunos. Além disso, ressaltaram a importância de espaços como o SNEF, onde podem compartilhar experiências, discutir desafios e buscar soluções para melhorar a qualidade do ensino de Física e Astronomia nas escolas brasileiras.

show abstract

Educação E Pandemia: Outras Ou Refinadas Formas De Exclusão

Cited by 3 publications

References 3 publications

Assessment of satisfaction in emergency remote learning from pharmacy students’ perspective in a public university in Brazil

Assessment of satisfaction in emergency remote learning from pharmacy students’ perspective in a public university in Brazil

Basic education in emergency contexts: what does research say about the reality of COVID-19?

Conteúdos e estratégias metodológicas em ensino de astronomia nos cursos de formação continuada: um enfoque dos professores do ensino básico

Contact Info

Product

Resources

About