A relação crítica entre inovação pedagógica e ensino remoto emergencial

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

A relação crítica entre inovação pedagógica e ensino remoto emergencial. / Vieira, Debora; Pischetola, Magda.

In: Revista da FAEEBA - Educação e Contemporaneidade, Vol. 31, No. 65, 2022, p. 42.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Vieira, D & Pischetola, M 2022, 'A relação crítica entre inovação pedagógica e ensino remoto emergencial', Revista da FAEEBA - Educação e Contemporaneidade, vol. 31, no. 65, pp. 42. https://doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p42-58

APA

Vieira, D., & Pischetola, M. (2022). A relação crítica entre inovação pedagógica e ensino remoto emergencial. Revista da FAEEBA - Educação e Contemporaneidade, 31(65), 42. https://doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p42-58

Vancouver

Vieira D, Pischetola M. A relação crítica entre inovação pedagógica e ensino remoto emergencial. Revista da FAEEBA - Educação e Contemporaneidade. 2022;31(65):42. https://doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p42-58

Author

Vieira, Debora ; Pischetola, Magda. / A relação crítica entre inovação pedagógica e ensino remoto emergencial. In: Revista da FAEEBA - Educação e Contemporaneidade. 2022 ; Vol. 31, No. 65. pp. 42.

Bibtex

@article{a16c3f92467a4dfbba7c187430f04a30,
title = "A rela{\c c}{\~a}o cr{\'i}tica entre inova{\c c}{\~a}o pedag{\'o}gica e ensino remoto emergencial",
abstract = "This article presents a study on the relationship between pedagogical innovation and emergency remote education. The research focuses on the transfer of classroom classes to the remote format during the pandemic due to Covid-19. The study is qualitative and exploratory, with questionnaires applied to Brazilian teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the critical understanding of a relationship between technologies and innovation of teaching practices.",
author = "Debora Vieira and Magda Pischetola",
year = "2022",
doi = "https://dx.doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p42-58",
language = "Portugisisk",
volume = "31",
pages = "42",
journal = "Revista da FAEEBA - Educa{\c c}{\~a}o e Contemporaneidade",
issn = "2358-0194",
number = "65",

}

RIS

TY - JOUR

T1 - A relação crítica entre inovação pedagógica e ensino remoto emergencial

AU - Vieira, Debora

AU - Pischetola, Magda

PY - 2022

Y1 - 2022

N2 - This article presents a study on the relationship between pedagogical innovation and emergency remote education. The research focuses on the transfer of classroom classes to the remote format during the pandemic due to Covid-19. The study is qualitative and exploratory, with questionnaires applied to Brazilian teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the critical understanding of a relationship between technologies and innovation of teaching practices.

AB - This article presents a study on the relationship between pedagogical innovation and emergency remote education. The research focuses on the transfer of classroom classes to the remote format during the pandemic due to Covid-19. The study is qualitative and exploratory, with questionnaires applied to Brazilian teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the critical understanding of a relationship between technologies and innovation of teaching practices.

U2 - https://dx.doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p42-58

DO - https://dx.doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p42-58

M3 - Tidsskriftartikel

VL - 31

SP - 42

JO - Revista da FAEEBA - Educação e Contemporaneidade

JF - Revista da FAEEBA - Educação e Contemporaneidade

SN - 2358-0194

IS - 65

ER -

ID: 318543648