O ensino de física no ensino remoto emergencial: possibilidades e desafios
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/28861 |
Resumo: | Education experienced an atypical scenario during the Covid-19 pandemic, from the beginning of 2020 in Brazil. Social distancing measure was proposed to contain the spread of the virus and, in education, it led to the closure of schools and implementation of emergency remote teaching (ERT). In this process, Digital Information and Communication Technologies (DICT) had great prominence due to the incorporation of technological tools by teachers and students in the teaching-learning proces. Thus, with this research, we seek to understand the relationships between educational practices and DICT, mainly in the context of the development of the work of Physics teachers in the ERT. Faced with this reality, this research seek to answer the following problem: What challenges and possibilities can be perceived in the organization and development of the teaching work of Physics teachers in the ERT, in high schools in São BorjaRS? Located in the fields of research in Education and Teaching, it takes as its object of study the teaching and learning processes of Physics within the context of emergency remote teaching. Data collection on the ERE was carried out with professors who teach Physics at state basic education schools in the municipality of São Borja-RS. This search for answers about emergency remote teaching consisted of a questionnaire and individual interviews with teachers. Data analysis took place through Discursive Textual Analysis (DTA), which is a mediating tool in the production of meanings, produced through the interpretation and production of arguments. With the pandemic, a series of problems and difficulties directly impacted education, such as the lack of preparation of teachers to deal with DICT, access to the internet by students, emotional issues, in addition to socioeconomic aspects. Some results point to the need for better pedagogical training for the use of DICT in Physics teaching, which is why it is important for teachers to critically and creatively appropriate DICT in teaching physical concepts. In our analysis, it was possible to perceive the need for continuing education for teachers, especially in relation to the incorporation of DICT into the teaching of Physics in basic education. It is considered that the insertion of DICT in the teaching of Physics is fundamental, considering the need to make teaching more playful and critical, given the new faces produced by technological advances. Linked to teaching-learning, the need for continued training of teachers with an emphasis on DICT. |
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2023-04-27T19:06:05Z2023-04-27T19:06:05Z2023-02-16http://repositorio.ufsm.br/handle/1/28861Education experienced an atypical scenario during the Covid-19 pandemic, from the beginning of 2020 in Brazil. Social distancing measure was proposed to contain the spread of the virus and, in education, it led to the closure of schools and implementation of emergency remote teaching (ERT). In this process, Digital Information and Communication Technologies (DICT) had great prominence due to the incorporation of technological tools by teachers and students in the teaching-learning proces. Thus, with this research, we seek to understand the relationships between educational practices and DICT, mainly in the context of the development of the work of Physics teachers in the ERT. Faced with this reality, this research seek to answer the following problem: What challenges and possibilities can be perceived in the organization and development of the teaching work of Physics teachers in the ERT, in high schools in São BorjaRS? Located in the fields of research in Education and Teaching, it takes as its object of study the teaching and learning processes of Physics within the context of emergency remote teaching. Data collection on the ERE was carried out with professors who teach Physics at state basic education schools in the municipality of São Borja-RS. This search for answers about emergency remote teaching consisted of a questionnaire and individual interviews with teachers. Data analysis took place through Discursive Textual Analysis (DTA), which is a mediating tool in the production of meanings, produced through the interpretation and production of arguments. With the pandemic, a series of problems and difficulties directly impacted education, such as the lack of preparation of teachers to deal with DICT, access to the internet by students, emotional issues, in addition to socioeconomic aspects. Some results point to the need for better pedagogical training for the use of DICT in Physics teaching, which is why it is important for teachers to critically and creatively appropriate DICT in teaching physical concepts. In our analysis, it was possible to perceive the need for continuing education for teachers, especially in relation to the incorporation of DICT into the teaching of Physics in basic education. It is considered that the insertion of DICT in the teaching of Physics is fundamental, considering the need to make teaching more playful and critical, given the new faces produced by technological advances. Linked to teaching-learning, the need for continued training of teachers with an emphasis on DICT.A educação vivenciou um cenário atípico durante a pandemia de Covid-19, a partir do início do ano de 2020 no Brasil. O afastamento social foi proposto como medida para conter o avanço do vírus e, no contexto da educação, tais medidas levaram ao fechamento das escolas e a implantação em carater emergencial do ensino remoto emergencial (ERE). Nesse processo, as Tecnologias Digitais de Informação e Comunicação (TDIC) ganharam grande destaque diante da incorporação de ferramentas tecnológicas pelos docentes e alunos no contexto de ensinoaprendizagem. Assim, com esta pesquisa buscamos entender as relações entre as práticas educativas e as TDIC, principalmente no âmbito do desenvolvimento do trabalho de professores de Física no contexto do ERE. Diante dessa realidade, esta pesquisa buscou responder o seguinte problema: Que desafios e possibilidades podem ser percebidos na organização e no desenvolvimento do trabalho docente dos professores de Física no contexto do ERE, nas escolas estaduais de Ensino Médio no município de São Borja-RS? Situada nos campos da pesquisa em Educação e Ensino, toma como objeto de estudo os processos de ensino e aprendizagem de Física no âmbito do contexto do ensino remoto emergencial. A coleta de informações foi realizada com os docentes que lecionam a disciplina de Física das escolas estaduais de educação básica do município de São Borja-RS, a partir de questionário e realização de entrevistas individuais com os docentes. A análise dos dados ocorreu por meio da Análise Textual Discursiva (ATD), que é uma ferramenta mediadora na produção de significados, através da interpretação e produção de argumentos. Com a pandemia uma série de problemas e dificuldades impactaram diretamente na educação, como a falta de preparo dos docentes para lidar com as TDIC, acesso à internet por parte dos alunos, questões emocionais, além dos aspectos socioeconômicos. Alguns resultados apontam para a necessidade de uma melhor formação pedagógica para o uso das TDIC no ensino de Física, por isso é relevante que professores se apropriem crítica e criativamente de TDIC no ensino dos conceitos físicos. Em nossa análise, foi possível perceber a necessidade de formação continuada para os docentes, principalmente em relação à incorporação de TDIC ao ensino de Física na educação básica. Considera-se que é fundamental a inserção das TDIC no ensino de Física, considerando a necessidade de tornar o ensino mais lúdico e crítico, visto as novas faces produzidas pelos avanços tecnológicos. Atreladas ao ensino-aprendizagem, a necessidade da formação continuada dos docentes com ênfase nas TDICporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação Matemática e Ensino de FísicaUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino remoto emergencialEnsino de FísicaTDICPandemicPhysics teachingDICTCNPQ::CIENCIAS HUMANAS::EDUCACAOO ensino de física no ensino remoto emergencial: possibilidades e desafiosPhysics teaching in emergency remote teaching: possibilities and challengesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisZambon, Luciana Bagolinhttp://lattes.cnpq.br/1807818404985777Chaves, Taniamara VizzottoPastorio, Dioni Paulohttp://lattes.cnpq.br/3453001191122396Goulart, Bruna Natiele Kemerich70080000000660060060060060044c26536-0cf0-4167-8187-eb8677438b4258170d3e-31e2-4ea2-a415-7aa206674060f30449a5-a6e0-481f-b400-868b3621f6ad4c4cf8c3-4ae8-4ee9-9bb7-11f6947b39f5reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEMEF_2023_GOULART_BRUNA.pdfDIS_PPGEMEF_2023_GOULART_BRUNA.pdfDissertação de mestradoapplication/pdf1227718http://repositorio.ufsm.br/bitstream/1/28861/1/DIS_PPGEMEF_2023_GOULART_BRUNA.pdfdc1c9fe1f74ace6c259af5e727460bc8MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/28861/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/28861/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD531/288612023-04-27 16:06:05.318oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132023-04-27T19:06:05Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
O ensino de física no ensino remoto emergencial: possibilidades e desafios |
dc.title.alternative.eng.fl_str_mv |
Physics teaching in emergency remote teaching: possibilities and challenges |
title |
O ensino de física no ensino remoto emergencial: possibilidades e desafios |
spellingShingle |
O ensino de física no ensino remoto emergencial: possibilidades e desafios Goulart, Bruna Natiele Kemerich Ensino remoto emergencial Ensino de Física TDIC Pandemic Physics teaching DICT CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O ensino de física no ensino remoto emergencial: possibilidades e desafios |
title_full |
O ensino de física no ensino remoto emergencial: possibilidades e desafios |
title_fullStr |
O ensino de física no ensino remoto emergencial: possibilidades e desafios |
title_full_unstemmed |
O ensino de física no ensino remoto emergencial: possibilidades e desafios |
title_sort |
O ensino de física no ensino remoto emergencial: possibilidades e desafios |
author |
Goulart, Bruna Natiele Kemerich |
author_facet |
Goulart, Bruna Natiele Kemerich |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Zambon, Luciana Bagolin |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1807818404985777 |
dc.contributor.referee1.fl_str_mv |
Chaves, Taniamara Vizzotto |
dc.contributor.referee2.fl_str_mv |
Pastorio, Dioni Paulo |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3453001191122396 |
dc.contributor.author.fl_str_mv |
Goulart, Bruna Natiele Kemerich |
contributor_str_mv |
Zambon, Luciana Bagolin Chaves, Taniamara Vizzotto Pastorio, Dioni Paulo |
dc.subject.por.fl_str_mv |
Ensino remoto emergencial Ensino de Física TDIC |
topic |
Ensino remoto emergencial Ensino de Física TDIC Pandemic Physics teaching DICT CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Pandemic Physics teaching DICT |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Education experienced an atypical scenario during the Covid-19 pandemic, from the beginning of 2020 in Brazil. Social distancing measure was proposed to contain the spread of the virus and, in education, it led to the closure of schools and implementation of emergency remote teaching (ERT). In this process, Digital Information and Communication Technologies (DICT) had great prominence due to the incorporation of technological tools by teachers and students in the teaching-learning proces. Thus, with this research, we seek to understand the relationships between educational practices and DICT, mainly in the context of the development of the work of Physics teachers in the ERT. Faced with this reality, this research seek to answer the following problem: What challenges and possibilities can be perceived in the organization and development of the teaching work of Physics teachers in the ERT, in high schools in São BorjaRS? Located in the fields of research in Education and Teaching, it takes as its object of study the teaching and learning processes of Physics within the context of emergency remote teaching. Data collection on the ERE was carried out with professors who teach Physics at state basic education schools in the municipality of São Borja-RS. This search for answers about emergency remote teaching consisted of a questionnaire and individual interviews with teachers. Data analysis took place through Discursive Textual Analysis (DTA), which is a mediating tool in the production of meanings, produced through the interpretation and production of arguments. With the pandemic, a series of problems and difficulties directly impacted education, such as the lack of preparation of teachers to deal with DICT, access to the internet by students, emotional issues, in addition to socioeconomic aspects. Some results point to the need for better pedagogical training for the use of DICT in Physics teaching, which is why it is important for teachers to critically and creatively appropriate DICT in teaching physical concepts. In our analysis, it was possible to perceive the need for continuing education for teachers, especially in relation to the incorporation of DICT into the teaching of Physics in basic education. It is considered that the insertion of DICT in the teaching of Physics is fundamental, considering the need to make teaching more playful and critical, given the new faces produced by technological advances. Linked to teaching-learning, the need for continued training of teachers with an emphasis on DICT. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-04-27T19:06:05Z |
dc.date.available.fl_str_mv |
2023-04-27T19:06:05Z |
dc.date.issued.fl_str_mv |
2023-02-16 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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