Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19
Gorde:
| Egile nagusia: | |
|---|---|
| Argitaratze data: | 2024 |
| Formatua: | Master thesis |
| Hizkuntza: | por |
| Baliabidea: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/13345 |
Gaia: | In 2019, a virus that originated in Wuhan, China, crossed borders and infected people worldwide. As a consequence, the routine of millions of individuals had to be modified due to isolation and social distancing measures, aimed at preventing the spread of the virus and alleviating strain on healthcare systems worldwide. In the education system, there was a halt in in-person activities, and a transition to a model that, in Brazil, was referred to as Ensino Remoto Emergencial (Emergency Remote Teaching). Technological devices and connectivity were required for the classes to take place. Thus, in terms of relevance, the personal aspect stands out, which concerns the fact that, involved in a personal core of education professionals, it fueled the desire to understand how Geography professionals would be dealing with emergency remote teaching. As academic relevance, it is understood that this research will guide the development to understand learning in Geography Teaching within the contexts of emergency responses in a pandemic setting. The social and professional aspect involves the fact that other researchers can foster the relationship of an Emergency Geography, capable of being inserted into any social contexts. The aim of this research focuses on analyzing the historical-geographical context of the Covid-19 pandemic scenario between the years 2020 to 2022 and the didactic-pedagogical effects in the educational field at the high school level, for both teachers and second-year students of the Integrated High School to Technical Education program at the Instituto Federal de Educação, Ciência e Tecnologia do Piauí, located in Piripiri, Piauí. To achieve the objective, a qualitative participant-type methodology was chosen, with one research technique involving the use of a printed questionnaire that was distributed to 43 students who are part of the spatial focus of this investigation. In the bibliographic review, this research emphasizes Stefan (2021) and Ferraz (2020), which delve into the evolutionary process of humanity as narrated by viruses, emphasizing the significance of Geography in pandemic studies; Sampaio (2020) and Júnior (2020), who offer insights into the implementation of Emergency Remote Teaching in Brazil; and for educational perspectives, insights were drawn from Senhoras (2020), Góis (2020), and Silva (2020) to understand remote teaching and its educational demands. In Geography and Geography Education, the choice was made to highlight Cavalcanti (2010; 2012), Pontuschka (2018), and Brito (2022), who emphasize geographical aspects of the challenges in contemporary life. The research concluded that Emergency Remote Teaching exposed the socio-economic inequality that exists in Brazil and introduced, at the heart of education, significant gaps in the education system during the Coronavirus pandemic. In Geography, its utility shines as a significant research area for understanding geographical science. It has the capability to describe, analyze, point out, reference, engage in dialogue, and comprehend social events. In the Geography Education, the challenges brought about by this emergency situation triggered outdated processes in learning and education. At the core of this research, the problems and challenges faced by teachers and students had technological, educational, and instructional aspects in teaching and learning |
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| author | Santos, Mayra Nayara Nair dos |
| author_browse | Santos, Mayra Nayara Nair dos |
| author_facet | Santos, Mayra Nayara Nair dos |
| author_role | author |
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| collection | Repositório Institucional da UFG |
| contributor_str_mv | Barros, Juliana Ramalho Barros, Juliana Ramalho Queiroz, Fabiana Rodrigues Oliveira Alves, Adriana Olivia |
| dc.contributor.advisor1.fl_str_mv | Barros, Juliana Ramalho |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/3897963687114981 |
| dc.contributor.author.fl_str_mv | Santos, Mayra Nayara Nair dos |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/5640216383117502 |
| dc.contributor.referee1.fl_str_mv | Barros, Juliana Ramalho |
| dc.contributor.referee2.fl_str_mv | Queiroz, Fabiana Rodrigues Oliveira |
| dc.contributor.referee3.fl_str_mv | Alves, Adriana Olivia |
| dc.date.accessioned.fl_str_mv | 2024-09-16T18:31:29Z |
| dc.date.available.fl_str_mv | 2024-09-16T18:31:29Z |
| dc.date.issued.fl_str_mv | 2024-02-09 |
| dc.identifier.citation.fl_str_mv | SANTOS, M. N. N. Ensino Remoto de Geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19. 2024. 274 f. Dissertação (Mestrado em Geografia) - Instituto de Estudos Socioambientais, Universidade Federal de Goiás, Goiânia, 2024. |
| dc.identifier.uri.fl_str_mv | http://repositorio.bc.ufg.br/tede/handle/tede/13345 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Instituto de Estudos Socioambientais - IESA (RMG) |
| dc.publisher.initials.fl_str_mv | UFG |
| dc.publisher.none.fl_str_mv | Universidade Federal de Goiás |
| dc.publisher.program.fl_str_mv | Programa de Pós-graduação em Geografia (IESA) |
| dc.rights.driver.fl_str_mv | Attribution-NonCommercial-NoDerivatives 4.0 International info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
| dc.subject.cnpq.fl_str_mv | CIENCIAS HUMANAS::GEOGRAFIA |
| dc.subject.eng.fl_str_mv | Emergency remote teaching Geography Geography education |
| dc.subject.por.fl_str_mv | Covid-19 Ensino remoto emergencial Geografia Ensino de geografia |
| dc.title.alternative.eng.fl_str_mv | Remote geography teaching: challenges faced by teachers and students in the pandemic scenario of Covid-19 |
| dc.title.none.fl_str_mv | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | In 2019, a virus that originated in Wuhan, China, crossed borders and infected people worldwide. As a consequence, the routine of millions of individuals had to be modified due to isolation and social distancing measures, aimed at preventing the spread of the virus and alleviating strain on healthcare systems worldwide. In the education system, there was a halt in in-person activities, and a transition to a model that, in Brazil, was referred to as Ensino Remoto Emergencial (Emergency Remote Teaching). Technological devices and connectivity were required for the classes to take place. Thus, in terms of relevance, the personal aspect stands out, which concerns the fact that, involved in a personal core of education professionals, it fueled the desire to understand how Geography professionals would be dealing with emergency remote teaching. As academic relevance, it is understood that this research will guide the development to understand learning in Geography Teaching within the contexts of emergency responses in a pandemic setting. The social and professional aspect involves the fact that other researchers can foster the relationship of an Emergency Geography, capable of being inserted into any social contexts. The aim of this research focuses on analyzing the historical-geographical context of the Covid-19 pandemic scenario between the years 2020 to 2022 and the didactic-pedagogical effects in the educational field at the high school level, for both teachers and second-year students of the Integrated High School to Technical Education program at the Instituto Federal de Educação, Ciência e Tecnologia do Piauí, located in Piripiri, Piauí. To achieve the objective, a qualitative participant-type methodology was chosen, with one research technique involving the use of a printed questionnaire that was distributed to 43 students who are part of the spatial focus of this investigation. In the bibliographic review, this research emphasizes Stefan (2021) and Ferraz (2020), which delve into the evolutionary process of humanity as narrated by viruses, emphasizing the significance of Geography in pandemic studies; Sampaio (2020) and Júnior (2020), who offer insights into the implementation of Emergency Remote Teaching in Brazil; and for educational perspectives, insights were drawn from Senhoras (2020), Góis (2020), and Silva (2020) to understand remote teaching and its educational demands. In Geography and Geography Education, the choice was made to highlight Cavalcanti (2010; 2012), Pontuschka (2018), and Brito (2022), who emphasize geographical aspects of the challenges in contemporary life. The research concluded that Emergency Remote Teaching exposed the socio-economic inequality that exists in Brazil and introduced, at the heart of education, significant gaps in the education system during the Coronavirus pandemic. In Geography, its utility shines as a significant research area for understanding geographical science. It has the capability to describe, analyze, point out, reference, engage in dialogue, and comprehend social events. In the Geography Education, the challenges brought about by this emergency situation triggered outdated processes in learning and education. At the core of this research, the problems and challenges faced by teachers and students had technological, educational, and instructional aspects in teaching and learning |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UFG-2_deb32eba7a8be2780d6592c5ca2ebc0e |
| identifier_str_mv | SANTOS, M. N. N. Ensino Remoto de Geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19. 2024. 274 f. Dissertação (Mestrado em Geografia) - Instituto de Estudos Socioambientais, Universidade Federal de Goiás, Goiânia, 2024. |
| instacron_str | UFG |
| institution | UFG |
| instname_str | Universidade Federal de Goiás (UFG) |
| language | por |
| network_acronym_str | UFG-2 |
| network_name_str | Repositório Institucional da UFG |
| oai_identifier_str | oai:repositorio.bc.ufg.br:tede/13345 |
| publishDate | 2024 |
| publishDateSort | 2024 |
| publisher.none.fl_str_mv | Universidade Federal de Goiás |
| reponame_str | Repositório Institucional da UFG |
| repository.mail.fl_str_mv | grt.bc@ufg.br |
| repository.name.fl_str_mv | Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
| repository_id_str | oai:repositorio.bc.ufg.br:tede/1234 |
| rights_invalid_str_mv | Attribution-NonCommercial-NoDerivatives 4.0 International |
| spelling | Barros, Juliana Ramalhohttp://lattes.cnpq.br/3897963687114981Barros, Juliana RamalhoQueiroz, Fabiana Rodrigues OliveiraAlves, Adriana Oliviahttp://lattes.cnpq.br/5640216383117502Santos, Mayra Nayara Nair dos2024-09-16T18:31:29Z2024-09-16T18:31:29Z2024-02-09SANTOS, M. N. N. Ensino Remoto de Geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19. 2024. 274 f. Dissertação (Mestrado em Geografia) - Instituto de Estudos Socioambientais, Universidade Federal de Goiás, Goiânia, 2024.http://repositorio.bc.ufg.br/tede/handle/tede/13345In 2019, a virus that originated in Wuhan, China, crossed borders and infected people worldwide. As a consequence, the routine of millions of individuals had to be modified due to isolation and social distancing measures, aimed at preventing the spread of the virus and alleviating strain on healthcare systems worldwide. In the education system, there was a halt in in-person activities, and a transition to a model that, in Brazil, was referred to as Ensino Remoto Emergencial (Emergency Remote Teaching). Technological devices and connectivity were required for the classes to take place. Thus, in terms of relevance, the personal aspect stands out, which concerns the fact that, involved in a personal core of education professionals, it fueled the desire to understand how Geography professionals would be dealing with emergency remote teaching. As academic relevance, it is understood that this research will guide the development to understand learning in Geography Teaching within the contexts of emergency responses in a pandemic setting. The social and professional aspect involves the fact that other researchers can foster the relationship of an Emergency Geography, capable of being inserted into any social contexts. The aim of this research focuses on analyzing the historical-geographical context of the Covid-19 pandemic scenario between the years 2020 to 2022 and the didactic-pedagogical effects in the educational field at the high school level, for both teachers and second-year students of the Integrated High School to Technical Education program at the Instituto Federal de Educação, Ciência e Tecnologia do Piauí, located in Piripiri, Piauí. To achieve the objective, a qualitative participant-type methodology was chosen, with one research technique involving the use of a printed questionnaire that was distributed to 43 students who are part of the spatial focus of this investigation. In the bibliographic review, this research emphasizes Stefan (2021) and Ferraz (2020), which delve into the evolutionary process of humanity as narrated by viruses, emphasizing the significance of Geography in pandemic studies; Sampaio (2020) and Júnior (2020), who offer insights into the implementation of Emergency Remote Teaching in Brazil; and for educational perspectives, insights were drawn from Senhoras (2020), Góis (2020), and Silva (2020) to understand remote teaching and its educational demands. In Geography and Geography Education, the choice was made to highlight Cavalcanti (2010; 2012), Pontuschka (2018), and Brito (2022), who emphasize geographical aspects of the challenges in contemporary life. The research concluded that Emergency Remote Teaching exposed the socio-economic inequality that exists in Brazil and introduced, at the heart of education, significant gaps in the education system during the Coronavirus pandemic. In Geography, its utility shines as a significant research area for understanding geographical science. It has the capability to describe, analyze, point out, reference, engage in dialogue, and comprehend social events. In the Geography Education, the challenges brought about by this emergency situation triggered outdated processes in learning and education. At the core of this research, the problems and challenges faced by teachers and students had technological, educational, and instructional aspects in teaching and learningEm 2019, um vírus emergido de Wuhan, na China, atravessou fronteiras e infectou pessoas em todo o mundo. Como consequência, a rotina de milhões de indivíduos precisou ser modificada em decorrência do isolamento e distanciamento social com a finalidade de prevenir o contágio e desafogar os sistemas de saúde no mundo todo. Na educação, houve interrupção nas atividades presenciais e passou-se a um modelo que, no Brasil, foi chamado de Ensino Remoto Emergencial. Foram necessários aparatos tecnológicos e conexão para que as aulas pudessem ocorrer. Deste modo, como relevância desta pesquisa, destaca-se a pessoal, que diz respeito ao fato de que, envolvida em um núcleo pessoal de profissionais da educação e inserida no cenário da pandemia por Coronavírus, fomentou o anseio por compreender como profissionais de Geografia estariam lidando com o ensino remoto emergencial. Em relação à relevância acadêmica, compreende-se o fato de que esta pesquisa norteará o desenvolvimento para compreensão da aprendizagem no Ensino de Geografia nos contextos de saídas emergenciais em caráter pandêmico. A social e profissional compreendem o fato de que outros pesquisadores podem fomentar a relação de uma Geografia emergencial, capaz de ser inserida em quaisquer contextos sociais. O objetivo geral desta pesquisa centra-se em analisar o contexto histórico-geográfico do cenário pandêmico da Covid-19 entre os anos 2020 a 2022 e os reflexos didático-pedagógicos no campo educacional no Ensino Médio, tanto para professores quanto para discentes do segundo ano do Ensino Médio Integrado ao Técnico do Instituto Federal de Educação, Ciência e Tecnologia do Piauí, localizado em Piripiri, Piauí. Para atingirmos o objetivo, optou-se pelo uso da metodologia do tipo participante de cunho qualitativo, tendo como uma das técnicas de pesquisa o uso de um questionário impresso que foi distribuído para 43 discentes que fazem parte do recorte espacial desta investigação. Como percurso bibliográfico, destacam-se Stefan (2021) e Ferraz (2020), que tratam do processo evolutivo da humanidade contada pelos vírus, passando pela importância da Geografia para estudos pandêmicos; Sampaio (2020) e Júnior (2020), que trazem reflexões sobre a implantação do Ensino Remoto Emergencial no Brasil; e para a educação contou-se com Senhoras (2020), Góis (2020) e Silva (2020), para o entendimento sobre o ensino remoto e suas demandas educacionais. Na Geografia e Ensino de Geografia, optou-se por destacar Cavalcanti (2010; 2012), Pontuschka (2018) e Brito (2022), que dão ênfase geográfica aos desafios da vida contemporânea. A pesquisa concluiu que o Ensino Remoto Emergencial descortinou a desigualdade socioeconômica que existe no Brasil e inseriu, no cerne da educação, lacunas significativas no sistema educacional durante a pandemia pelo Coronavírus. Na Geografia, destaca-se a sua utilidade como área de pesquisa relevante para que se compreenda a ciência geográfica, sendo esta capaz de descrever, centralizar, apontar, referenciar, dialogar e compreender os acontecimentos sociais. No Ensino de Geografia, os desafios provocados por essa situação em caráter emergencial desencadeou processos defasados na aprendizagem e na educação. No cerne desta pesquisa, os problemas e desafios enfrentados pelos professores e discentes tiveram caráter tecnológico, educacional e no ensino e aprendizagemCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de GoiásPrograma de Pós-graduação em Geografia (IESA)UFGBrasilInstituto de Estudos Socioambientais - IESA (RMG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccessCovid-19Ensino remoto emergencialGeografiaEnsino de geografiaEmergency remote teachingGeographyGeography educationCIENCIAS HUMANAS::GEOGRAFIAEnsino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19Remote geography teaching: challenges faced by teachers and students in the pandemic scenario of Covid-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/d0acc977-b4e4-46f9-84fa-3addddc58302/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/9ddd3e65-a063-4507-8e55-8df65f107589/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Mayra Nayara Nair dos Santos - 2024.pdfDissertação - Mayra Nayara Nair dos Santos - 2024.pdfapplication/pdf10425160http://repositorio.bc.ufg.br/tede/bitstreams/01b610c3-231d-4d99-933e-4c71d3764263/download2672d651e987cfbfdc176b3e735112ebMD53tede/133452024-09-16 15:31:29.678http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/13345http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttps://repositorio.bc.ufg.br/tedeserver/oai/requestgrt.bc@ufg.bropendoar:oai:repositorio.bc.ufg.br:tede/12342024-09-16T18:31:29Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
| spellingShingle | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 Santos, Mayra Nayara Nair dos Covid-19 Ensino remoto emergencial Geografia Ensino de geografia Emergency remote teaching Geography Geography education CIENCIAS HUMANAS::GEOGRAFIA |
| status_str | publishedVersion |
| title | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 |
| title_full | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 |
| title_fullStr | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 |
| title_full_unstemmed | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 |
| title_short | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 |
| title_sort | Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19 |
| topic | Covid-19 Ensino remoto emergencial Geografia Ensino de geografia Emergency remote teaching Geography Geography education CIENCIAS HUMANAS::GEOGRAFIA |
| url | http://repositorio.bc.ufg.br/tede/handle/tede/13345 |