Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso
Ano de defesa: | 2022 |
---|---|
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 Mato Grosso
Brasil Faculdade de Comunicação e Artes (FCA) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Cultura Contemporânea |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | http://ri.ufmt.br/handle/1/3938 |
Resumo: | The pandemic of the new Coronavirus (SARS-CoV-2) began in 2019, in China, unfolding globally in a short period and reaching Brazil in early 2020. In this conjuncture of global crisis in public health, the educational units, at first, had to adapt to a form of work conditioning social distancing, that is, a work shaped mostly by the asynchronous format. In Brazil, one of the first governmental measures presented to face the pandemic in the scope of formal education was the interruption of face-to-face classes in public and private spaces, for all levels of education. Many teachers, unaccustomed to remote teaching, started to adapt to the extreme changes, that is, to the discomfort of having to teach remotely, and striving to continue exercising their professionalism. Social isolation has then become synonymous with digital articulations that also shape teacher existences between electronic terminals. In view of this situation, we aimed to investigate and discuss the cultural practices of high school teachers from public schools in Cuiabá in the use of teaching/learning technologies during the remote teaching occasioned by the pandemic, focusing on the main difficulties faced and the strategies used to perform this work. In this work, these experiences are clarified as events that mobilize existence and form meaning and, therefore, the resonance of the teaching experience and the storytelling as a way to think about the expression of life motivated the choice of narrative as an adequate methodological tool to understand the world and the experience of the pandemic moments that teachers are experiencing. From interviews, recordings, and transcriptions, these explanations became opportunities to perceive and feel the difficulties they faced, as well as strategies used to minimize them and ensure the teaching process. The narratives point to the difficulties perceived by the education professionals in the possibility of overcoming the adversities of the pandemic and, thus, offer a quality education. Challenges that went beyond the pedagogical-structural dimensions of the school units, such as the teachers' inability to use technological tools, the lack of didactic materials adapted to the reality of virtual teaching, the students' inability to understand the educational process through these cybernetic matrixes, and the reduced reach of technological infrastructure, such as: access to quality internet and computers. Therefore, we conclude that the idea of a formation that happens in the way the teacher re-signifies his teaching experience, based on the reflections that will be made in the scope of his professionalism, makes the experience a central element to understand how he elaborates and articulates his knowledge and his professional life trajectory, including in the pandemic period. |
id |
UFMT_b1523dc328b6d865df0badc5abe80e26 |
---|---|
oai_identifier_str |
oai:localhost:1/3938 |
network_acronym_str |
UFMT |
network_name_str |
Repositório Institucional da UFMT |
repository_id_str |
|
spelling |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato GrossoCovid 19EducaçãoDocênciaTecnologias digitaisCNPQ::LINGUISTICA, LETRAS E ARTESCovid 19EducationTeachingDigital technologiesThe pandemic of the new Coronavirus (SARS-CoV-2) began in 2019, in China, unfolding globally in a short period and reaching Brazil in early 2020. In this conjuncture of global crisis in public health, the educational units, at first, had to adapt to a form of work conditioning social distancing, that is, a work shaped mostly by the asynchronous format. In Brazil, one of the first governmental measures presented to face the pandemic in the scope of formal education was the interruption of face-to-face classes in public and private spaces, for all levels of education. Many teachers, unaccustomed to remote teaching, started to adapt to the extreme changes, that is, to the discomfort of having to teach remotely, and striving to continue exercising their professionalism. Social isolation has then become synonymous with digital articulations that also shape teacher existences between electronic terminals. In view of this situation, we aimed to investigate and discuss the cultural practices of high school teachers from public schools in Cuiabá in the use of teaching/learning technologies during the remote teaching occasioned by the pandemic, focusing on the main difficulties faced and the strategies used to perform this work. In this work, these experiences are clarified as events that mobilize existence and form meaning and, therefore, the resonance of the teaching experience and the storytelling as a way to think about the expression of life motivated the choice of narrative as an adequate methodological tool to understand the world and the experience of the pandemic moments that teachers are experiencing. From interviews, recordings, and transcriptions, these explanations became opportunities to perceive and feel the difficulties they faced, as well as strategies used to minimize them and ensure the teaching process. The narratives point to the difficulties perceived by the education professionals in the possibility of overcoming the adversities of the pandemic and, thus, offer a quality education. Challenges that went beyond the pedagogical-structural dimensions of the school units, such as the teachers' inability to use technological tools, the lack of didactic materials adapted to the reality of virtual teaching, the students' inability to understand the educational process through these cybernetic matrixes, and the reduced reach of technological infrastructure, such as: access to quality internet and computers. Therefore, we conclude that the idea of a formation that happens in the way the teacher re-signifies his teaching experience, based on the reflections that will be made in the scope of his professionalism, makes the experience a central element to understand how he elaborates and articulates his knowledge and his professional life trajectory, including in the pandemic period.A pandemia do novo Coronavírus (SARS-CoV-2) teve início em 2019, na China, desdobrando-se a nível global em um curto período e chegando ao Brasil no início do ano de 2020. Nessa conjuntura de crise mundial em saúde pública, as unidades educacionais, a princípio, tiveram que se adaptar a uma forma de trabalho condicionante ao distanciamento social, isto é, um trabalho moldado maiormente pelo formato assíncrono. No Brasil, uma das primeiras medidas governamentais apresentadas para o enfrentamento da pandemia no âmbito da educação formal foi a interrupção das aulas presenciais em espaços públicos e privados, para todos os níveis de ensino. Muitos professores, não habituados ao ensino remoto, passaram a amoldar-se às extremas mudanças, ou seja, ao desconforto de ter que ensinar de modo remoto e se empenhando para continuar exercendo sua profissionalidade. O isolamento social passou então a ser sinônimo de articulações digitais que também moldam as existências professorais entre os terminais eletrônicos. Diante dessa situação, objetivou-se investigar e discutir as práticas culturais dos professores do ensino médio de escolas públicas de Cuiabá no uso das tecnologias de ensino/aprendizagem durante o ensino remoto ocasionado pela pandemia, com foco nas principais dificuldades enfrentadas e nas estratégias utilizadas para execução desse trabalho. Neste trabalho, essas experiências são esclarecidas como eventos que mobilizam a existência e formam sentido e, portanto, a ressonância da experiência docente e da historieta como forma de pensar a expressão da vida motivou a escolha da narrativa como ferramenta metodológica adequada para compreender o mundo e a experiência dos momentos pandêmicos que os professores estão vivenciando. A partir de entrevistas, gravações e transcrições, essas explicações se tornaram oportunidades de perceber e sentir as dificuldades que eles enfrentaram, bem como estratégias utilizadas para minimizá-las e garantir o processo de ensinar. As narrativas apontam para as dificuldades percebidas pelos profissionais da educação na possibilidade de superar as adversidades da pandemia e, com isso, oferecer uma educação de qualidade. Desafios que transpunham as dimensões pedagógico-estruturais das unidades escolares como a inabilidade docente de utilização das ferramentas tecnológicas, a falta de materiais didáticos adaptados à realidade de ensino virtual, a incapacidade dos discentes em compreender o processo educacional por meio dessas matrizes cibernéticas e, o alcance reduzido de infraestrutura tecnológica, como: acesso à internet de qualidade e computadores. Logo, conclui-se que a ideia de uma formação que acontece na maneira como o professor ressignifica a sua experiência docente, com base nas reflexões que serão feitas no âmbito da sua profissionalidade, torna a experiência elemento central para compreender como ele elabora e articula seus saberes e sua trajetória de vida profissional, inclusive no período pandêmico.Universidade Federal de Mato GrossoBrasilFaculdade de Comunicação e Artes (FCA)UFMT CUC - CuiabáPrograma de Pós-Graduação em Estudos de Cultura ContemporâneaMoreira, Benedito Dielciohttp://lattes.cnpq.br/2398425538697885Moreira, Benedito Dielcio695.511.978-87http://lattes.cnpq.br/2398425538697885Siqueira, Aline Wendpap Nunes de992.147.841-91http://lattes.cnpq.br/0511934507163474695.511.978-87Garcia, Ana Paula398.332.498-33http://lattes.cnpq.br/4080254783029602Dias, Maria Teresinha2023-03-29T22:43:50Z2022-05-312023-03-29T22:43:50Z2022-03-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisDIAS, Maria Teresinha. Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação: um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso. 2022. 104 f. Dissertação (Mestrado em Estudos de Cultura Contemporânea) - Universidade Federal de Mato Grosso, Faculdade de Comunicação e Artes, Cuiabá, 2022.http://ri.ufmt.br/handle/1/3938porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-03T07:07:07ZRepositório InstitucionalPUB |
dc.title.none.fl_str_mv |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso |
title |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso |
spellingShingle |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso Dias, Maria Teresinha Covid 19 Educação Docência Tecnologias digitais CNPQ::LINGUISTICA, LETRAS E ARTES Covid 19 Education Teaching Digital technologies |
title_short |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso |
title_full |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso |
title_fullStr |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso |
title_full_unstemmed |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso |
title_sort |
Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso |
author |
Dias, Maria Teresinha |
author_facet |
Dias, Maria Teresinha |
author_role |
author |
dc.contributor.none.fl_str_mv |
Moreira, Benedito Dielcio http://lattes.cnpq.br/2398425538697885 Moreira, Benedito Dielcio 695.511.978-87 http://lattes.cnpq.br/2398425538697885 Siqueira, Aline Wendpap Nunes de 992.147.841-91 http://lattes.cnpq.br/0511934507163474 695.511.978-87 Garcia, Ana Paula 398.332.498-33 http://lattes.cnpq.br/4080254783029602 |
dc.contributor.author.fl_str_mv |
Dias, Maria Teresinha |
dc.subject.por.fl_str_mv |
Covid 19 Educação Docência Tecnologias digitais CNPQ::LINGUISTICA, LETRAS E ARTES Covid 19 Education Teaching Digital technologies |
topic |
Covid 19 Educação Docência Tecnologias digitais CNPQ::LINGUISTICA, LETRAS E ARTES Covid 19 Education Teaching Digital technologies |
description |
The pandemic of the new Coronavirus (SARS-CoV-2) began in 2019, in China, unfolding globally in a short period and reaching Brazil in early 2020. In this conjuncture of global crisis in public health, the educational units, at first, had to adapt to a form of work conditioning social distancing, that is, a work shaped mostly by the asynchronous format. In Brazil, one of the first governmental measures presented to face the pandemic in the scope of formal education was the interruption of face-to-face classes in public and private spaces, for all levels of education. Many teachers, unaccustomed to remote teaching, started to adapt to the extreme changes, that is, to the discomfort of having to teach remotely, and striving to continue exercising their professionalism. Social isolation has then become synonymous with digital articulations that also shape teacher existences between electronic terminals. In view of this situation, we aimed to investigate and discuss the cultural practices of high school teachers from public schools in Cuiabá in the use of teaching/learning technologies during the remote teaching occasioned by the pandemic, focusing on the main difficulties faced and the strategies used to perform this work. In this work, these experiences are clarified as events that mobilize existence and form meaning and, therefore, the resonance of the teaching experience and the storytelling as a way to think about the expression of life motivated the choice of narrative as an adequate methodological tool to understand the world and the experience of the pandemic moments that teachers are experiencing. From interviews, recordings, and transcriptions, these explanations became opportunities to perceive and feel the difficulties they faced, as well as strategies used to minimize them and ensure the teaching process. The narratives point to the difficulties perceived by the education professionals in the possibility of overcoming the adversities of the pandemic and, thus, offer a quality education. Challenges that went beyond the pedagogical-structural dimensions of the school units, such as the teachers' inability to use technological tools, the lack of didactic materials adapted to the reality of virtual teaching, the students' inability to understand the educational process through these cybernetic matrixes, and the reduced reach of technological infrastructure, such as: access to quality internet and computers. Therefore, we conclude that the idea of a formation that happens in the way the teacher re-signifies his teaching experience, based on the reflections that will be made in the scope of his professionalism, makes the experience a central element to understand how he elaborates and articulates his knowledge and his professional life trajectory, including in the pandemic period. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-31 2022-03-15 2023-03-29T22:43:50Z 2023-03-29T22:43:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
DIAS, Maria Teresinha. Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação: um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso. 2022. 104 f. Dissertação (Mestrado em Estudos de Cultura Contemporânea) - Universidade Federal de Mato Grosso, Faculdade de Comunicação e Artes, Cuiabá, 2022. http://ri.ufmt.br/handle/1/3938 |
identifier_str_mv |
DIAS, Maria Teresinha. Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação: um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso. 2022. 104 f. Dissertação (Mestrado em Estudos de Cultura Contemporânea) - Universidade Federal de Mato Grosso, Faculdade de Comunicação e Artes, Cuiabá, 2022. |
url |
http://ri.ufmt.br/handle/1/3938 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Faculdade de Comunicação e Artes (FCA) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Cultura Contemporânea |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Faculdade de Comunicação e Artes (FCA) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Cultura Contemporânea |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Repositório Institucional da UFMT |
collection |
Repositório Institucional da UFMT |
repository.name.fl_str_mv |
|
repository.mail.fl_str_mv |
|
_version_ |
1777380721626710016 |