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Porque eles (elas) não abriram as câmeras?: reflexões sobre as aulas síncronas no Ensino Remoto Emergencial
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Advisor(s)
Abstract(s)
A pandemia chegou ao Brasil no início do ano de 2020, exigindo assim, que as aulas fossem ministradas em diversos formatos, entre eles, o uso de plataformas para acompanhamento e aulas por meio de videoconferência. As aulas passaram de presenciais em salas físicas para salas on-line. Entretanto, dentre as diversas dificuldades encontradas, uma causou grandes críticas dos professores, a “não abertura de câmeras” pelos estudantes. Desse modo, o presente estudo tem como objetivo compreender a visão dos estudantes no que se refere a abertura de câmeras no decorrer do ERE (Ensino Remoto Emergencial) e identificar quais as principais causas não desveladas para a grande quantidade de estudantes não abrirem as câmeras no decorrer das aulas. O estudo em questão, de abordagem qualitativa, teve como fonte de dados um questionário on-line enviado de forma conveniente a estudantes do Ensino Superior de várias instituições brasileiras (públicas e privadas) por meio da plataforma Google Formulários. Ao todo, responderam o instrumento 269 estudantes. Os resultados apontam diversas justificativas para a não abertura das câmeras como: falta de privacidade, ambiente inadequado, falta de obrigatoriedade e equipamentos e rede inadequados para o ERE. Os dados revelam que os estudantes tiveram muitas dificuldades nesse formato de estudo, e muitas delas não se referem exatamente às especificidades das aulas remotas síncronas mediadas pelas tecnologias, mas pelas próprias condições de vida dos estudantes. Assim, a análise aponta que as mudanças da sala de aula presencial para a sala virtual implicaram não só em mudanças pedagógicas ou estratégicas didáticas, mas em alterações profundas no modo de ser e estar em uma sala on-line.
The pandemic arrived in Brazil at the beginning of 2020, thus requiring that classes be taught in different formats, such as through videoconferencing platforms. Classes went from face-to-face in physical rooms to online rooms via videoconferencing platforms. However, among the various difficulties encountered, one of which caused one of the great criticisms of teachers, the “non-opening of cameras” by students. Therefore, the present study aims to understand the students' view regarding the opening of cameras during the ERE (Emergency Remote Teaching) and to identify the main undisclosed causes for the large number of students not opening the cameras during the course. from classes. The study in question, with a qualitative approach, had as its data source an online questionnaire conveniently sent to Higher Education students from various Brazilian institutions (public and private) through the Google Forms platform. In all, 269 students answered the instrument. The results point to several justifications for not opening the cameras, such as: lack of privacy, inadequate environment, lack of obligation and inadequate equipment and network for the ERE. The data reveal that the students had many difficulties with the ERE and many of them do not exactly refer to the specificities of synchronous remote classes mediated by technologies, but to the students' own living conditions. Thus, the study points out that the changes from the face-to-face classroom to the virtual classroom implied not only pedagogical changes or didactic strategies, but also profound changes in the way of being in an online classroom.
The pandemic arrived in Brazil at the beginning of 2020, thus requiring that classes be taught in different formats, such as through videoconferencing platforms. Classes went from face-to-face in physical rooms to online rooms via videoconferencing platforms. However, among the various difficulties encountered, one of which caused one of the great criticisms of teachers, the “non-opening of cameras” by students. Therefore, the present study aims to understand the students' view regarding the opening of cameras during the ERE (Emergency Remote Teaching) and to identify the main undisclosed causes for the large number of students not opening the cameras during the course. from classes. The study in question, with a qualitative approach, had as its data source an online questionnaire conveniently sent to Higher Education students from various Brazilian institutions (public and private) through the Google Forms platform. In all, 269 students answered the instrument. The results point to several justifications for not opening the cameras, such as: lack of privacy, inadequate environment, lack of obligation and inadequate equipment and network for the ERE. The data reveal that the students had many difficulties with the ERE and many of them do not exactly refer to the specificities of synchronous remote classes mediated by technologies, but to the students' own living conditions. Thus, the study points out that the changes from the face-to-face classroom to the virtual classroom implied not only pedagogical changes or didactic strategies, but also profound changes in the way of being in an online classroom.
Description
Keywords
Ensino Remoto Emergencial Abertura de câmeras Ensino superior Emergency Remote Teaching Opening of cameras University education
Citation
Publisher
Universidade Estadual de Londrina
CC License
Without CC licence