Ensino remoto emergencial na UFU: o que restou das estratégias didáticas e midiáticas experienciadas por docentes?

Abstract

This research aimed to investigate how Education, Technology, and Communication were articulated during Emergency Remote Teaching in the context of the Covid-19 pandemic. Physical distancing, imposed by social isolation as a measure to control the spread of the virus, brought significant changes to education. Consequently, the teaching staff at the Federal University of Uberlândia (UFU) was challenged to rethink its pedagogical practices, methodologies, and strategies in light of a new scenario. More specifically, this study demonstrates how different pedagogical strategies implemented by faculty members were articulated with the knowledge they had accumulated during the suspension of academic activities. For this analysis, the study adopted the time frame corresponding to Stage II of the Emergency Remote Academic Activities (AARE) and the First Regular Remote Term (PPRR). Data collection was carried out through interviews with 20 professors who taught undergraduate courses in the broad field of Human Sciences. A semi-structured interview script guided the interviews. The analysis of the data collected was based on Content Analysis. The final results indicate that, although the technological tools available did not undergo significant changes, new forms of teaching and learning were indeed developed by the faculty. Based on these findings, the research also highlighted the importance of continuing education for university-level teachers and, additionally, emphasized the emotional aspects involved in the teaching-learning processes mediated by digital technologies during the pandemic period. The research and documentation of the experiences lived by the professors will contribute to revitalizing teaching knowledge and enabling innovations in pedagogical practice.