Ensino remoto emergencial na educação básica brasileira e portuguesa: a perspectiva dos docentes

Abstract

O impacto causado pela pandemia da COVID-19 levou ao encerramento de escolas por todo o mundo. Ministérios, governos estaduais, organismos públicos e privados viram-se repentinamente obrigados a converter todo o processo educativo para que milhões de estudantes continuassem os seus processos formativos a partir de suas casas. Do presencial transitou-se para o online, na forma de um ensino remoto de emergência, desafiando professores a repensarem metodologias e práticas pedagógicas, procurando desenvolver situações de aprendizagem em ambientes digitais. Este artigo, baseado numa análise exploratória, procura compreender como foi realizada essa transição do regime presencial para o regime digital na educação básica portuguesa e brasileira, nomeadamente no que diz respeito à preparação dos professores e das suas escolas. As respostas obtidas através da aplicação de um inquérito por questionário a 300 professores permitem um olhar sobre semelhanças e diferenças na abordagem à promoção de uma educação de qualidade em tempos de pandemia.

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

“…Later, on 15 April 2020, and resulting from a partnership between the Ministry of Education and the Universidade Aberta (Open University, Portugal)-the only public distance higher education institution in Portugal-a teacher training course was launched [37]. This course was developed by over 2300 teachers from basic and secondary education and was intended to promote a space for reflection on the pedagogical changes necessary for the transition and adaptation to distance education and on the potentials offered by technology allowing teachers to move beyond an emergency pedagogical response [30].…”

“…The experience of teachers of special education students is also particularly relevant in the context of ERTL, as matters of equity and inclusion are particularly salient in the context of this crisis [30,42,46]. In this context, three stages have been defined: (i) making contact, (ii) establishing routines, and (iii) transitioning to academics.…”

“…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.…”

Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges

“…In-presence is essential". As mentioned by [5], this situation promoted a "learning by doing" opportunity for teachers. Therefore, this is a moment in which the past and the future are envisaged, and new and assertive steps are taken towards change and innovation.…”

“…Given the centralised organisational characteristics of school administration and management [4], the Portuguese Ministry of Education, through the Directorate General of Education, took on the preparation of a set of guidelines and training actions aimed at teachers. Such initiatives were designed to support teachers in the transition from a face-to-face education model to a completely virtual one, seeking, in parallel, to support students who did not have access to technological devices or Internet connectivity [5].…”