Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto.

• Ano de defesa: 2022
• Autor(a) principal: SANTOS, Valdilene de Jesus Oliveira
• Orientador(a): BOTTENTUIT JUNIOR, João Batista
• Banca de defesa: BOTTENTUIT JUNIOR, João Batista , LACERDA, Marcelo de Miranda , RODRIGUES, Sannya Fernanda Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: Ensino remoto emergencial; Trabalho docente; Tecnologia; Engajamento; Metodologias Ativas
• Palavras-chave em Inglês: Emergency remote teaching; Teaching work; Technology; Engagement; Active Methodologies
• Área do conhecimento CNPq: Avaliação de Sistemas, Instituições, Planos e Programas Educacionais
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/3491

The current scenario of pandemic crisis imposed new demands on all sectors, especially on the educational sector, with the diversity of time and space of teaching work, when face-to-face teaching was suspended and remote teaching, mediated by technologies, was implemented for the continuity of the pedagogical process. From this perspective, this study has as its theme the relationship between remote learning, technology and engagement, based on the assumption of a change in methodology to generate student engagement in remote education. Its general objective is: to identify the changes in teaching work during emergency remote teaching in academic productions. Its specific objectives are: to analyze changes in teaching work; verify how teachers contributed to engage students in remote learning; understand how active methodologies can contribute to student engagement. The theoretical framework is based, among others, on the contributions of: Castells (1999); Coutinho (2011); Kenski (2007) Lévy (1996, 1999); Moran, Masetto and Behrens (2000); Schwab (2016); Fredricks, Blumenfeld and Paris (2004); Meyer and Turner (2006); Bacich and Moran (2018); Bottentuit Junior (2019); Camargo and Daros (2018); Fonsêca (2008); Gouveia (2009); Prass (2012); Sousa (2013); Valente (2018); Vygotsky (2002); Zabala (1998); Gil (2002); Cervo, Bervian and Silva (2007). The methodological option was defined as of a qualitative nature, whose initial technical procedure was the bibliographic research, later an exploratory study was carried out, with some teachers. An analysis was also carried out in empirical articles, about the work developed by teachers of basic education in the context of remote teaching, for a better understanding of this research. It was found that one of the main challenges facing the teachers was the lack of knowledge about digital technologies for the continuity of teaching. Some did not know applications or platforms like Google Meet, Zoom, Microsoft Teams, and learned along the way, often without support from the institution.