Histórias, olhares e vozes, em diálogos sobre tempos de ensino remoto na educação básica no IFTM Campus Uberlândia

• Ano de defesa: 2022
• Autor(a) principal: Cunha, Paula Adriana Vieira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Ensino Remoto; Remote Learning; Tecnologias Digitais; Digital Technologies; Práticas Docentes; Teaching Practices; CNPQ::CIENCIAS HUMANAS; Educação; Ensino auxiliado por computador- Uberlândia (MG); Ensino à distância - Uberlândia (MG); Instituto Federal de Educação, Ciência e Tecnologia do Triângulo Mineiro; Educação básica - Uberlândia (MG); COVID-19, Pandemia de, 2020-
• Link de acesso: https://repositorio.ufu.br/handle/123456789/36789; http://doi.org/10.14393/ufu.di.2023.6005

This research is part of the Knowledge and Educational Practices Line of the Graduate Program at the Federal University of Uberlândia (PPGED/UFU). The research started from the following problem: how was school education carried out, during remote teaching, at IFTM, Campus Uberlândia, MG? Thus, the general objective of this investigation is to understand the teaching process carried out in the context of the new Covid-19 Pandemic, mediated by digital technologies at the Federal Institute of Uberlândia, MG, based on the voices of teachers. . Based on this objective, the specific objectives were outlined: I - Identify and present the research scenario, that is, the Federal Institute Uberlândia campus, its subjects and the digital platforms used in the context of the pandemic during remote teaching; II - To record the voices of teachers, of integrated education and of teaching concomitant to high school (IFTM), who worked in the form of remote teaching, seeking to reflect on their training, their knowledge and practices. This is a qualitative study, inspired by the Case Study, in which different strategies were used to produce data. Qualitative research leads to a phenomenological model in which reality is rooted in subjects' perceptions, with the aim of understanding and finding meaning through verbal narratives and observations rather than numbers. As methodological instruments, a documental analysis was carried out in the Pedagogical Political Projects of the Courses, using a bibliographic review, questionnaires and interviews. It was concluded that digital technologies were important in the context of remote teaching, but the best answers came from the actions and knowledge of teachers who, through their professional autonomy and collaborative dynamics, managed to advance in proposals with a pedagogical sense and with inclusive concerns