O professor no ensino remoto durante a pandemia do novo Corona Vírus: desafios enfrentados e quebra de sentidos
DOI:
https://doi.org/10.5007/1983-4535.2022.e86684Resumen
A pandemia do coronavírus (COVID-19) trouxe vários desafios à humanidade, dentre eles, o prosseguimento de atividades relevantes, como as que envolvem ensino e aprendizagem em nível superior. O trabalho objetiva compreender como se apresentaram os desafios vivenciados pelos professores na realização do ensino remoto durante o período emergencial da pandemia. Para isso, adota a pesquisa qualitativa básica, tendo como participantes os professores que lecionaram pelo menos uma disciplina no Período Letivo Suplementar Excepcional na UFRN, perfazendo um total de 19 entrevistados. A coleta de dados foi realizada através de entrevistas individuais semiestruturadas, realizadas de forma remota. A partir da análise do corpus textual, consolidou-se 28 códigos, divididos em seis categorias, evidenciando-se como categoria central a que tratou dos desafios da relação do professor com o aluno, sendo destacados também códigos relevantes das categorias de desafios tecnológicos, pedagógicos e de suporte. O trabalho é pioneiro em utilizar a Grounded Theory como método de análise para o fenômeno e no campo teórico fornece novos elementos ao framework conceitual inicial. Sua contribuição prática diz respeito à consolidação de um modelo conceitual que pode ser observado pelas instituições de ensino. Socialmente, a pesquisa contribui para o aprimoramento das práticas do ensino remoto.
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