O ensino remoto emergencial (ERE) na perspectiva dos professores da Universidade Estadual de Montes Claros – UNIMONTES

Abstract

The COVID-19 pandemic imposed the adoption of Emergency Remote Teaching - ERE as a mandatory teaching modality to maintain educational activities, so this research analyzed the difficulties and challenges faced by teachers for the implementation of ERE during the COVID pandemic -19, in the period from 2020 to 2021, the research was delimited within the scope of the State University of Montes Claros (UNIMONTES), as it is a public Higher Education Institution - IES with regional scope. Based on the assumptions of Libâneo (2014); Saviani (2013 and 2019); Behar (2021), Barcelos and Batista (2019). The research was guided from the social practice of those involved, considering the historical context of the research object. As for the nature, the research is classified as basic; and, as for the objectives, explanatory. The technical procedures used were bibliographic, documentary, survey and case study. The data collection techniques were the questionnaire in the online format and narrative interview. The research subjects were professors from UNIMONTES. The collected data were analyzed from a qualitative perspective. From the data analysis, it was identified as the main difficulty faced by teachers during the ERE was the excess of normative regulation, the absence of specific continuing education and technical and technological support by UNIMONTES to work in the ERE. This difficulty was accompanied by the low participation of students in synchronous classes. From this perspective, the biggest challenge to be faced by Unimontes in the adoption of post-pandemic hybrid education, which combines classroom and online activities, will be to encourage student participation in online activities. Thus, it is necessary to invest in the training of teachers to promote interactivity mediated by TDIC.