Práticas pedagógicas desenvolvidas em tempos de ensino remoto na educação infantil
This research, guided by a qualitative approach (LUDKE, 1988; MINAYO, 1993; ABRAMOWICZ and MELLO, 2000; DE GRANDE, 2011) was developed at the Professor José Gurgel de Araújo Municipal School, with two Early Childhood teachers, and aims to: analyze the theoretical-methodological concepts that have be...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46775 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This research, guided by a qualitative approach (LUDKE, 1988; MINAYO, 1993; ABRAMOWICZ and MELLO, 2000; DE GRANDE, 2011) was developed at the Professor José Gurgel de Araújo Municipal School, with two Early Childhood teachers, and aims to: analyze the theoretical-methodological concepts that have been basing the use of technologies and the innovation potential of teachers to adapt to the new requirements of remote teaching in the period of the COVID 19 pandemic. The study addresses the theoretical aspects related to the context of remote teaching in Brazil in times of a pandemic and the challenges for teaching in early childhood education (SARAIVA, TRAVERSINI and LOCKMANN, 2020; COSTA, NASCIMENTO, 2020) the use of DTIC’s in early childhood education as a means of facilitating access to children's knowledge in times of social isolation (SILVA, ANDRADE E BRINATTI, 2020; RONDINI, PEDRO E DUARTE, 2020; MOREIRA; HENRIQUES; BARROS, 2020), the child , childhood, and the use of technologies in everyday life and in the institution of early childhood education (LIMEIRA, 2017; JENS QVORTRU, 2014; RODRIGUES, 2014; NICHELE, 2014; COX, 2003) the creativity and innovation in early childhood teachers' pedagogical practice (MITJÁNS MARTÍNEZ, 2008; CORES, 2006). For data collection, semi-structured interviews were applied with the two teachers from the 4th and 5th grades of early childhood education at that school, which were recorded, and the responses were written for data analysis, arranged in the following categories: The use of Technologies in Early Childhood Education, the Difficulties faced in teaching practice in remote teaching, and Creativity in the period of remote teaching. It was found in the research that in the face of the investigated reality, creativity as a competence to be developed, from the use of technological resources used in emergency remote teaching, was rethought in a series of teaching methodologies that brought resolutions to some difficulties faced in this period, but also, it was not possible to be suitable for all students. Remote teaching itself was a necessary solution to the problem caused by the pandemic, however, it was not reaffirmed as viable for all students in the public network. |
|---|