Estudo de caso sobre o período de ensino remoto emergencial

Abstract

Information and Communication Technologies (ICT) resources, particularly in digital form, have gained and remain in evidence, in the most diverse sectors and fields of society, since the year 2020, marked by the rise of the Covid-19 pandemic. In view of the social isolation measures taken by the responsible entities, many educational institutions started to employ this new teaching modality called Emergency Remote Teaching (ERT) to continue their academic activities. Thus, a new challenge is imposed on academic institutions and communities. New contexts demand greater organization and adaptation in education, specifically in the teaching and learning process and its models. The purpose of this study is to discuss and analyze the ERT from the pedagogical model perspective, identifying important characteristics for the definition of a hybrid pedagogical model which aims at guiding lecturers in the use of ICTs in classroom and remote activities in the curriculum of the disciplines of Science, Technology, Engineering and Mathematics fields, also known as STEM. The methodology is classified as exploratory and descriptive, and the Thematic Analysis was adopted and, to that end, three phases make up the research project: (A) formulation of the Theoretical Framework, (B) Data collection and (C) Data analysis. In the first phase, a systematic literature review was carried out to compose the theoretical framework. In the data collection phase, the Faculty of Technology (FT) of Limeira and the Federal Institute of São Paulo (IFSP) were defined as public educational institutions where the research was conducted. Also at this phase, a search for information from institutional websites was carried out, considering documents, guidelines and actions related to the research topic. The data collection was also consisted of interviews with coordinators of undergraduate courses of the two institutions. Finally, the last phase of the proposed methodology refers to the analysis of the results and discussions executed. In this phase, a list of main characteristics was build up, and some guiding principles are proposed as a starting point of a hybrid pedagogical model for the institutions. These characteristics and principles can be considered as essential elements for preparation and implementation of a hybrid pedagogical model that can meet the needs of lecturers, students and pedagogical projects of STEM courses at FT and IFSP.