A Educação no contexto da pandemia de COVID-19: uma revisão sistemática de literatura

Vieira, Márcia de Freitas; Seco, Carlos

doi:10.5753/rbie.2020.28.0.1013

Cited by 43 publications

(48 citation statements)

References 8 publications

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“…Within the category pertaining to work (163 references), we included nine categories: overload (37), changing strategies and activities ( 35), (un)coordination (30), evaluation and feedback (29), adaptation (10), colleague support and relations (9), rush/lack of reflection (8), limited learning (4), and laboratory practices (1) (frequency and valid percentage of each subcategory are presented in Figure 2).…”

Section: Workmentioning

confidence: 99%

“…This novel situation has deservedly received attention from many scholars across the globe (for example, [6,17,[20][21][22][23][24][25][26]), which is particularly relevant given the fact that the pandemic did not impact every country in the same ways or at the same time, and there were different approaches to how governments dealt with the situation, as well as different social economic and cultural conditions, giving rise to context specificities that should be recognized and addressed by educational research. While some studies or theoretical reflections from the Portuguese context have been published [12,[27][28][29][30][31][32][33][34], a qualitative study into teachers' perspectives on ERTL, focusing on their initial responses to the first lockdown and teachers from preschool to secondary education, has still not been published. This highlights the relevance of the present study, which aims to present the perspectives of 305 Portuguese preschool (students aged 3-6), 1st, 2nd, and 3rd cycles of basic education (CBE) (students aged 6-14), and secondary education (students aged [14][15][16][17][18] about their difficulties with the transition to ERTL, and their students' constraints, but also the potential and positive aspects they recognized in the process.…”

Section: Introductionmentioning

confidence: 99%

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Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

et al. 2021

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Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.

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Section: Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

et al. 2021

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“…Esta mudança súbita nos processos educacionais tem gerado muitas incertezas por parte dos gestores das escolas, professores, estudantes, pais e comunidade científica acerca da eficácia do ensino não presencial, mediado pelas tecnologias digitais quanto à aprendizagem, principalmente na educação básica e secundária, quando comparado ao ensino presencial a que todos estavam acostumados. (Vieira & Seco, 2020, p. 1015.…”

Section: Rbecunclassified

Gestão da educação municipal nos sistemas e redes de ensino/educação tocantinenses: desafios na garantia do direito educacional no período da pandemia

Rodrigues

Vizolli

Sousa

et al. 2021

Rev. Bras. Educ. Camp.

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This article focuses on the management of municipal education in the system and educational networks of the state of Tocantins, regarding the guarantee of the right to education in the period of the Covid-19 pandemic. It aims to understand the challenges and dilemmas faced by the Secretaries of Education in municipalities of Tocantins in the pandemic period, more precisely about remote, hybrid education and the use of digital information and communication technologies (ICT) as a way to ensure the educational rights established by law. This is bibliographic-documentary research that deals with the management of education grounded in the regulations of the state and federal spheres and based on field research developed by the National Union of Municipal Education Directors (UNDIME). The study presents the results of the situational diagnosis of the municipalities at the start of the pandemic in 2020 and evidences: the difficulties of the Municipal Secretaries of Education, the implications of the non-face-to-face teaching, the plan to resume face-to-face classes for the 2020 and 2021 school years. Also, the panorama of the educational reality in the state of Tocantins lacks of major investments in technology and connectivity in the schools; better training for education professionals and improvements in the infrastructure of educational units in order to fulfill the right to education.

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“…Também conhecida como m-learning, a aprendizagem móvel, surgiu como uma alternativa de modo de aprendizagem, no qual o estudante tem a oportunidade de aprender através de diversos contextos e várias interações entre dispositivos. Se trata de: uma etapa renovada do aprendizado mediado pela tecnologia, em que os alunos têm acesso as informações, e podem optar por aprender individualmente ou em equipes, dentro ou fora da sala de aula convencional, usufruindo de seus dispositivos móveis pessoais como ferramenta de aprendizagem (Hinojo-Lucena, et al 2019;Ballesteros, et al 2020;Vieira & Silva, 2020).…”

Section: Introductionunclassified

Aprendizagem móvel e ubíqua em Odontologia: revisão integrativa da literatura

Caixeta

Araújo

Guimarães

et al. 2021

RSD

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Com a pandemia da COVID-19, e o distanciamento social imposto por ela houve necessidade de se elaborar estratégias para que o processo ensino-aprendizagem fosse mantido. Dessa forma conceitos como aprendizagem ubíqua e aprendizagem móvel passaram a figurar entre estudantes, professores e toda a comunidade acadêmica, inclusive nos cursos de Odontologia. Sendo assim a compreensão sobre essas formas não tradicionais de aprendizagem se torna necessária, no intuito de que sua aplicação seja feita de maneira responsável. O objetivo deste trabalho foi caracterizar a aprendizagem móvel e ubíqua e suas aplicações em Odontologia. Foi realizada uma revisão integrativa da literatura realizada por meio das bases PubMed e Scielo. A estratégia de busca considerou os termos:” aprendizagem móvel e odontologia” “aprendizagem ubíqua e odontologia” e seus correspondentes em inglês “mobile learning and dentistry”” ubiquitous learning and dentistry”, em um período de 10 anos (2011 a 2021). A análise descritiva, à luz da literatura científica nacional e internacional, permitiu agrupar uma amostra de oito artigos com evidências científicas de maneira a caracterizar a aprendizagem móvel e ubíqua e suas aplicações em Odontologia, identificar quais as ferramentas utilizadas para esse fim e seu impacto no processo ensino-aprendizagem. A partir do exposto percebe-se que a nova realidade imposta e acelerada pela pandemia da COVID-19, em relação ao uso das ferramentas digitais de ensino-aprendizagem, especialmente a aprendizagem móvel e ubíqua, é possível e já se mostra eficaz principalmente quando associada aos encontros presenciais, embora mais estudos sejam necessários para verificar seus impactos diretos sobre estudantes e docentes.

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A Educação no contexto da pandemia de COVID-19: uma revisão sistemática de literatura

Cited by 43 publications

References 8 publications

Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

Gestão da educação municipal nos sistemas e redes de ensino/educação tocantinenses: desafios na garantia do direito educacional no período da pandemia

Aprendizagem móvel e ubíqua em Odontologia: revisão integrativa da literatura

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