Utilização das TICs e a Emergencialidade da Implantação do Ensino Remoto durante a Pandemia da Covid-19 em Lauro de Freitas, Bahia
This article analyzes, in a qualitative approach, the use of ICTs and the emergence of the implementation of remote teaching at the Escola Municipal Itamar de Oliveira Rodrigues (EMIOR), in Lauro de Freitas/BA, in view of the pandemic of the new coronavirus. The collection of information was carried...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
| Repositorio: | EAD em Foco |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.eademfoco.cecierj.edu.br:article/1982 |
| Acceso en línea: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1982 |
| Access Level: | acceso abierto |
| Palabra clave: | TICs Ensino remoto Pandemia de COVID-19 Remote learning COVID-19 pandemic |
| Sumario: | This article analyzes, in a qualitative approach, the use of ICTs and the emergence of the implementation of remote teaching at the Escola Municipal Itamar de Oliveira Rodrigues (EMIOR), in Lauro de Freitas/BA, in view of the pandemic of the new coronavirus. The collection of information was carried out using a questionnaire made available via Google Forms and WhatsApp, to which 241 students from the 7th year of Elementary School II answered. This instrument consisted of thirty objective questions dealing with four categories: (1) internet access, (2) remote teaching, (3) science classes and virtual platforms, and (4) suggestions and criticisms. The COVID-19 pandemic presented an emergency context for the use of ICT in schools, demanding more from the internet due to the need for Emergency Remote Teaching (ERE). It was observed in this study that the main problem with better implementation of the ERE was the quality of the internet available to students and the lack of adequate devices to follow the classes. It is possible that this is one of the factors that contributed to the students not reporting greater motivation and reliability in the ERE developed. Approximately half of the students interviewed did not positively evaluate science classes using virtual platforms. Possibly this stems from the abrupt way and without adequate preparation in the handling of ICTs that the ERE demanded from both students and teachers. Keywords: TICs. Remote learning. COVID-19 pandemic. |
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