Letramento digital de docentes e os esforços para a implementação do ensino remoto emergencial na Universidade Federal de Juiz de Fora no biênio 2020-2021

Abstract

This investigation process aims to identify the challenges inherent to the digital literacy of professors of a federal higher education institution, based on their need to be in contact with information and communication technologies in the exercise of their tasks in three distinct temporal stages, namely “before”, “during” and “after” emergency remote teaching, for four successive academic periods, between 2020 and 2021. Thus, from the incursion in the field and based on the analysis of the data produced, it was possible to identify, based on the perception of Colleagues, that, although the institution had made efforts to provide some training, the results obtained proved to be below its possibilities. Some aspects contribute to the construction of this perception, among which the following stand out: a certain institutional lethargy, seen between the proposition of training actions and their effective implementation; the low involvement of students with the subjects taught remotely and synchronously, and difficulties reported by many professors regarding the handling of functions and learning objects available in the adopted virtual environments. However, even under the pressure of a pandemic, permeated by many doubts, difficulties, limitations, anguish, suffering and uncertainty, the teaching work was conducted, regardless of the multiple restrictions imposed on us by that context. Based on this finding, it is estimated that in a not-too-distant future, the acquisition of skills that allow building a more fluid dialogue with arising technologies tends to be an indispensable requirement for the exercise of educational activities, seen here in a broad sense.