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Abstract(s)
Em virtude do contexto da pandemia Covid-19, situação presente nestes dois últimos anos, e na impossibilidade de as aulas serem presenciais, as escolas viram-se na obrigação de assumir novos desafios face às práticas letivas. Deste modo e decorrente desta situação pandémica, a primeira parte deste trabalho consiste numa reflexão crítica às práticas de ensino supervisionadas que realizámos, quer no 1.º Ciclo do Ensino Básico, quer na Educação Pré-Escolar, onde apresentamos evidências e refletimos acerca de todo o percurso percorrido. Relativamente à segunda parte (trabalho de investigação) considerando a educação um dos pontos fulcrais na vida de qualquer cidadão, abordámos a problemática do Ensino à Distância (EaD), enquanto alternativa ao ensino presencial para a consecução de todas as práticas pedagógicas. Posto isto, depreende-se que com esta investigação se pretende, perceber qual o impacto causado pela pandemia Covid-19 nas práticas supervisionadas, nomeadamente, compreender quais os métodos empregues, as soluções encontradas e as limitações ao nível do estágio realizado pelos estudantes, que frequentaram a Prática de Ensino Supervisionada (PES) no 1.º Ciclo do Ensino Básico II, no ano letivo de 2019-2020, fazendo referência ao EaD como método alternativo de ensino. Para tal, foi realizada uma investigação de caráter qualitativo, recorrendo à entrevista semiestruturada como técnica de recolha de dados, feita a dez estudantes do 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico de uma Escola Superior da região centro de Portugal. Relativamente aos resultados obtidos, constatámos que o país passou por uma fase complicada, e que muitos foram os desafios, quer positivos, quer negativos que desafiaram as práticas de ensino, bem como todos os intervenientes educativos. Face ao exposto, pudemos compreender que o EaD e as Tecnologias da Informação e Comunicação (TIC) foram o grande aliado do ensino permitindo a concretização das aprendizagens e a inovação pedagógica.
Due to the context of the Covid-19 pandemic, situation present in these last two years, and in the impossibility of face-to-face classes, schools were obliged to take on new challenges regarding teaching practices. Thus, and as a result of this pandemic situation, the first part of this work consists of a critical reflection on the supervised teaching practices that we have carried out, both in the 1st Cycle of Basic Education and in Pre-Education School, where we present evidence and reflect on the entire journey. On the second part (research work) considering education one of the key points in the life of any citizen, we addressed the problem of Distance Learning (DE), as an alternative to face-to-face teaching to achieve all pedagogical practices. Therefore, it is understood that this research aims to understand the impact caused by the Covid-19 pandemic on supervised practices, namely, to understand which methods were used, the solutions found and the limitations in terms of the internship carried out by the students, who attended the Supervised Teaching Practice (PES) in Primary School II, in the academic year of 2019-2020, referring to the EaD as an alternative teaching method. To this end, qualitative research was carried out, using the semistructured interview as a data collection technique, made to ten students of the 2nd year of the master’s degree in Pre-Education School and Primary School Teaching of a Higher School in the central region of Portugal. Regarding the results obtained, we found that the country went through a difficult phase, and many were the challenges, both positive and negative, that challenged teaching practices, as well as all educational participants. Given the above, we were able to understand that EaD and Information and Communication Technology (ICT) were the great allies of teaching allowing the realization of learning and pedagogical innovation.
Due to the context of the Covid-19 pandemic, situation present in these last two years, and in the impossibility of face-to-face classes, schools were obliged to take on new challenges regarding teaching practices. Thus, and as a result of this pandemic situation, the first part of this work consists of a critical reflection on the supervised teaching practices that we have carried out, both in the 1st Cycle of Basic Education and in Pre-Education School, where we present evidence and reflect on the entire journey. On the second part (research work) considering education one of the key points in the life of any citizen, we addressed the problem of Distance Learning (DE), as an alternative to face-to-face teaching to achieve all pedagogical practices. Therefore, it is understood that this research aims to understand the impact caused by the Covid-19 pandemic on supervised practices, namely, to understand which methods were used, the solutions found and the limitations in terms of the internship carried out by the students, who attended the Supervised Teaching Practice (PES) in Primary School II, in the academic year of 2019-2020, referring to the EaD as an alternative teaching method. To this end, qualitative research was carried out, using the semistructured interview as a data collection technique, made to ten students of the 2nd year of the master’s degree in Pre-Education School and Primary School Teaching of a Higher School in the central region of Portugal. Regarding the results obtained, we found that the country went through a difficult phase, and many were the challenges, both positive and negative, that challenged teaching practices, as well as all educational participants. Given the above, we were able to understand that EaD and Information and Communication Technology (ICT) were the great allies of teaching allowing the realization of learning and pedagogical innovation.
Description
Keywords
Covid-19 Ensino à Distância (EaD) Ensino Superior Estudantes Mudança Educativa Prática de Ensino Supervisionada Covid-19 Distance Learning (EaD) Educational Change Higher Education Students Supervised Teaching Practices