O uso das TDIC no Ensino Remoto Emergencial na Universidade Estadual de Montes Claros - Unimontes

Abstract

Education has facing several changes throughout its history, among them, the insertion of Digital Information and Communication Technologies (DICT) in the teaching-learning process. With the emergence of the Covid-19 pandemic, the use of DICT became essential for the continuity of the teaching-learning process. This imposed on teachers a very different reality from that they were used to, since many of them had not familiarity with or aware of these technologies. These factors intensified the attributions related to teaching, significantly altering teachers' working relationships. In view of this, the objective of the present study was to evaluate the use of digital technologies during the pandemic and the impacts on the professional performance of teachers. For this, a survey ̶ “Digital Technologies and Education Observatory” ̶, was carried out by Educar ̶Interdisciplinary Nucleus of Digital Technologies in Education, from UNIMONTES - , in the year 2021, in which it was proposed to analyze the uses and impacts of DICT in remote teaching of higher education in Brazil adopted by Higher Education Institutions - IES during the Covid-19 Pandemic, in the period 2020/2021. Thus, this research consists of excerpts from a larger research, under the delimitation of analyzing the uses and impacts of DICT in remote teaching in higher education adopted by UNIMONTES during the Covid-19 Pandemic. The technical procedures used were: a bibliographical research for the construction of the theoretical framework; a survey using an online form to identify and analyze the opinion of the subjects involved in the process on the use of DICT in remote teaching in the context of the pandemic, in addition to the narrative interview. The research subjects were 144 professors of higher education courses at UNIMONTES. The subjects selection criterion contemplated professors working in the human, exact, biological and health subareas, who used DICT during emergency remote teaching, and who were willing to participate in this work. Qualitative data were submitted to descriptive analysis using SPSS 20.0; frequency calculations of responses related to professor satisfaction were presented in Likert scale charts; and associations were made by Peason's method and Chi-square test. For quantitative data, it was performed the analysis of variances at 5% significance, and differences in means were performed using the F test. Data from this study evidencied that mastery of DICT was a factor that contributed to increasing teachers' dissatisfaction during the pandemic, since teachers with difficulty in mastering technologies, associated with the lack of adequate training at HEIs, had their workload increased and, consequently, developed greater dissatisfaction. In addition, the results indicated that the prevalence of dissatisfied teachers was mainly due to the lack of methodology, little interaction with students, low mastery of DICT and also technical difficulties with equipment and internet connection. These data suggest that public policies in all spheres of education management should be remodeled for the context of using and mastering DICT, in order to enable teachers to work satisfactorily, providing quality teaching and protecting the health of students and teachers.