Ensino remoto emergencial: experiência docente na graduação em saúde

Abstract

At first, the pandemic arrived and brought a slowdown for everyone, bringing the world to a halt and bringing a new reality. All social sectors were brutally impacted by the changes, and in the education sector, the crisis resulting from COVID-19 resulted in the interruption of classes in schools and universities, affecting more than 90% of students in the world. The implementation of Emergency Remote Teaching (ERT) by schools and higher education institutions allowed the continuity of activities virtually through Information and Communication Technologies (ICT). Given this scenario, this study aimed to learn about the teaching experience in ERE in undergraduate courses in the health area at Federal Universities in Minas Gerais. The present investigation has a qualitative and exploratory-descriptive approach, involving 31 professors of disciplines from undergraduate courses in the health area who agreed to participate and who met the inclusion and exclusion criteria. The research was submitted to the Ethics and Research Committee, meeting all the requirements set forth in Resolution nº 466/2012. Data collection was carried out from May 2021 to April 2022. Data were collected using a form containing sociodemographic data to characterize the participants and questions regarding the implementation of the ERE and a semi-structured interview recorded only in audio. The data collected in the interviews were analyzed with the help of the software IRaMuTeQ (Interface de R pour les Analyzes Multidimensionnelles de Textes et de Questionnaires) 0.7 alpha 2, which allows statistical analysis on textual corpus and on individual/word tables, and is considered a data processing tool. From this analysis, three categories emerged: a) The teaching experience in the implementation of the ERE – the professionals' experience in the face of the implementation of the new teaching modality was evidenced, mainly with regard to the use of ICT in the teaching-learning process; b) Teaching-learning in Emergency Remote Teaching and the use of Information and Communication Technologies – the interference of remote teaching in the teacher-student relationship and in the behavior of students during the period was highlighted; c) The challenges and potentialities in the implementation of the ERE – it was evident that the difficulty of using technologies by the teachers was a major challenge for the implementation of the ERE, while the possibility of virtual meetings was the greatest potential evidenced. It was concluded that the implementation of ICT-mediated teaching was a challenging experience, a new reality that demanded knowledge and techniques that were not known and/or not mastered by teachers. The incorporation of ICT in teaching has become a reality, but studies and reflections are urgently required so that they are incorporated in a pedagogically viable and responsible way in teaching and learning.