(RE)construindo Biologia: estágio supervisionado em regência no ensino remoto emergencial durante pandemia de covid-19 no Brasil
Carregando...
Tipo
Artigo
Classficação
Nível metodológico
Data
2021
Título do Períodico
Revista de Iniciação à Docência
ISSN
2525-4332
Página(s)/e-location
15-34
Idioma(s)
pt
Fonte
Fonte
Jequié, BA
6
2
jul./dez.
6
2
jul./dez.
Coleções
Resumo
O presente estudo tem como objetivo investigar quais são as dificuldades que professores e estudantes da disciplina de Biologia têm enfrentado durante a pandemia de COVID-19, no contexto de Ensino Remoto Emergencial de uma escola pública do estado de Alagoas. Também busca investigar quais são as possibilidades atenuantes para essas dificuldades, de acordo com as experiências vivenciadas durante as atividades escolares do componente curricular Estágio Supervisionado. Trata-se de um relato de experiência que,metodologicamente, configura-se como uma pesquisa de natureza exploratória, descritiva, de abordagem qualitativa, que considerou as experiências adquiridas durante a realização das atividades escolares do Estágio Supervisionado em regência para a disciplina de Biologia. Como resultado da pesquisa, ficou claro que, durante o Ensino Remoto Emergencial, os desafios pelos quais professores e estudantes da disciplina de Biologia têm passado consistem em problemas relacionados à desigualdade de acesso à internete às diversas tecnologias digitais básicas. Também foi possível constatar deficiências na alfabetização tecnológica e tentativas frustradas de transpor metodologias de ensino centradas no professor e seu conteúdo para um contexto remoto. Neste sentido, a utilização de metodologias ativas de ensino mostrou ser uma possibilidade viável para atenuar essas dificuldades, promovendo motivação, engajamento e maior autonomia no processo de ensino-aprendizagem.
This study aims to investigate the difficulties that Biology teachers and students have faced during the COVID-19 pandemic, in the context of Emergency Remote Teaching in a public school in the state of Alagoas. It also seeks to investigate what are the mitigating possibilities for these difficulties, according to the experiences lived during the school activities of the Supervised Internship curriculum component. This is an experience reportthat, methodologically, configures itself as exploratory, descriptive research, with a qualitative approach, which considered the experiences acquired during the performance of school activities of the Supervised Internship in regency for the discipline of Biology. As a result of the research, it became clear that, during Emergency Remote Teaching, the challenges that Biology professors and students have gone through consist of problems related to the inequality of access to the internet and the various basic digital technologies. It was also possible to observe deficiencies in technological literacy and frustrated attempts to transpose teaching methodologies centered on the teacher and their content to a remote context. In this sense, the use of active teaching methodologies proved to be a viable possibility to alleviate these difficulties, promoting motivation, engagement, and greater autonomy in the teaching-learning process.
This study aims to investigate the difficulties that Biology teachers and students have faced during the COVID-19 pandemic, in the context of Emergency Remote Teaching in a public school in the state of Alagoas. It also seeks to investigate what are the mitigating possibilities for these difficulties, according to the experiences lived during the school activities of the Supervised Internship curriculum component. This is an experience reportthat, methodologically, configures itself as exploratory, descriptive research, with a qualitative approach, which considered the experiences acquired during the performance of school activities of the Supervised Internship in regency for the discipline of Biology. As a result of the research, it became clear that, during Emergency Remote Teaching, the challenges that Biology professors and students have gone through consist of problems related to the inequality of access to the internet and the various basic digital technologies. It was also possible to observe deficiencies in technological literacy and frustrated attempts to transpose teaching methodologies centered on the teacher and their content to a remote context. In this sense, the use of active teaching methodologies proved to be a viable possibility to alleviate these difficulties, promoting motivation, engagement, and greater autonomy in the teaching-learning process.
Descrição
Palavras-chave
Ensino de Biologia, Estágio supervisionado, Ensino remoto, Metodologias ativas, Covid-19, Biology teaching, Supervised Internship, Remote teaching, Active methodologies, Covid-19
Citação
BANDEIRA, Jamerson Santos ; MOTA, Maria Danielle Araújo. (RE)construindo Biologia: estágio supervisionado em regência no ensino remoto emergencial durante pandemia de covid-19 no Brasil. Revista de Iniciação à Docência, Jequié, BA, v. 6, n. 2, p. 15-34, jul/dez. 2021. https://doi.org/10.22481/riduesb.v6i2.9506. Disponível em: https://periodicos2.uesb.br/index.php/rid/article/view/9506. Acesso em: 2022-08-09