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Ensino a distância e tecnologias digitais enquanto promotores da comunicação e integração educacional e intercultural no ensino superior: oportunidades e desafios na atualidade e em tempos de pandemia Covid-19
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Abstract(s)
Em 2020, com o surgimento da pandemia Covid-19, o mundo foi confrontado com
mudanças drásticas que evidenciaram desigualdades sociais entre países e nos países, com
maior reflexo nos grupos mais vulneráveis, em situação de pobreza ou migração. Estes
desafios verificaram-se na área da educação que, em poucos dias, sofreu uma adaptação de
um modelo presencial para um ensino remoto, o que fez renascer o debate sobre o modelo
educativo existente, e sobre a disseminação tecnológica no ensino. Estas evidencias
motivaram o desenvolvimento do presente estudo, que teve como objetivo perceber o
impacto do uso das tecnologias digitais, enquanto facilitadoras da integração educacional e
intercultural. A introdução das tecnologias digitais, para além de permitir a manutenção do
ensino, pode ainda facilitar a integração de alunos provenientes de diferentes países e
culturas, contribuindo para um ensino mais adaptado à realidade do mundo de trabalho
global, plural e mutável. No entanto, também apresenta desafios, pois apesar de uma
abordagem digital ser mais próxima da realidade social, é mais adaptada a determinados
públicos-alvo e mais exigente e potencialmente mais solitária para o aluno, contrariamente
ao ensino pré-pandemia, onde a base era a proximidade ao professor evitando que o aluno
dependa tanto de si próprio. Para melhor compreender e quantificar o impacto desta
dinâmica realizou-se um estudo descritivo e exploratório, de cariz misto (qualitativo e
quantitativo). Na fase qualitativa participaram coordenadores e professores de Instituições
do Ensino Superior Portuguesas, que deram o seu contributo especializado através de
entrevistas individuais semiestruturadas, tendo sido analisados os resultados através de uma
análise de conteúdo. A fase quantitativa abrangeu uma amostra não probabilística de alunos
de Instituições de Ensino superior portuguesas, recolhida através de uma entrevista online,
o que permitiu uma análise estatística descritiva dos dados. Os resultados demonstram que
a pandemia impôs desafios como a falta de preparação da maioria das instituições de ensino
superior para uma migração tecnológica, o que implica uma necessidade de investimento
financeiro, assim como o impacto negativo em termos de efeitos psicológicos que um ensino
totalmente a distância pode ter na comunidade educativa que não se identifica com este tipo
de modalidade de ensino, ou para os alunos que não têm condições para o frequentar. No
entanto, todos os desafios devem ser encarados como oportunidades, e percebeu-se a
essencialidade do apoio aos professores bem como destes aos alunos e a necessidade de capacitação de competências digitais, comunicacionais e interculturais através da
implementação de ações de formação. Uma abordagem mais tecnológica amplifica a
possibilidade de manter um ensino em qualquer circunstância, em paralelo com a facilitação
da integração sociocultural de todos os alunos independentemente da sua origem. Estas
alterações não só preparam a educação para possíveis novas adversidades futuras, como
permitem diminuir desigualdades, conferindo maior inclusão e abertura ao ensino superior.
In 2020, with the emergence of the Covid-19 pandemic, the world was confronted with drastic changes that evidenced social inequalities between countries and countries, with greater impact on the most vulnerable groups, in poverty or migration. These challenges, transversal to the whole society, were verified in education that, in a few days, underwent an adaptation of a face-to-face model for remote teaching, which reborn the debate on the existing educational model, and on the technological dissemination in teaching. These evidences motivated the development of the present study, which aimed to perceive the impact of the use of digital technologies as facilitators of educational and intercultural integration. The introduction of digital technologies, in addition to allowing the maintenance of education, can also facilitate the integration of students from different countries and cultures, contributing to a teaching more adapted to the reality of the global, plural and changing world of work. However, it also presents challenges, because although a digital approach is closer to social reality, it is more adapted to certain target audiences and more demanding and potentially lonelier for the student, unlike pre-pandemic teaching, where the basis was proximity to the teacher preventing the student from relying so much on himself. For a more detailed understanding and a quantification of the impact of this dynamic, a mixed (qualitative and quantitative) study was carried out: descriptive and exploratory. In the qualitative phase, coordinators and professors from Portuguese Higher Education Institutions participated, who gave their specialized contribution through semi-structured individual interviews, and the results were analysed through a content analysis. In the quantitative phase was collected a non-probabilistic sample of students from Portuguese higher education institutions, collected through online interviews, which allowed a descriptive statistical analysis of the data. The results show that the pandemic has imposed challenges such as the lack of preparation of most of the higher education institutions for a technological migration, and that implies a need for financial investment, as well as the negative impact in terms of psychological effects that a fully distance learning can have on the educational community that does not identify with this type of teaching modality, or for students who are unable to attend it. However, all challenges must be seen as opportunities, and it was perceived the essentiality of support to teachers and their need for training of digital, communication and intercultural skills through the implementation of training actions, while they support students. A more technological approach amplifies the possibility of maintaining a teaching in any circumstance, in parallel with facilitating the socio-cultural integration of all students regardless of their origin. These changes not only prepare education for possible new future adversities, but also reduce inequalities, giving greater inclusion and openness to higher education.
In 2020, with the emergence of the Covid-19 pandemic, the world was confronted with drastic changes that evidenced social inequalities between countries and countries, with greater impact on the most vulnerable groups, in poverty or migration. These challenges, transversal to the whole society, were verified in education that, in a few days, underwent an adaptation of a face-to-face model for remote teaching, which reborn the debate on the existing educational model, and on the technological dissemination in teaching. These evidences motivated the development of the present study, which aimed to perceive the impact of the use of digital technologies as facilitators of educational and intercultural integration. The introduction of digital technologies, in addition to allowing the maintenance of education, can also facilitate the integration of students from different countries and cultures, contributing to a teaching more adapted to the reality of the global, plural and changing world of work. However, it also presents challenges, because although a digital approach is closer to social reality, it is more adapted to certain target audiences and more demanding and potentially lonelier for the student, unlike pre-pandemic teaching, where the basis was proximity to the teacher preventing the student from relying so much on himself. For a more detailed understanding and a quantification of the impact of this dynamic, a mixed (qualitative and quantitative) study was carried out: descriptive and exploratory. In the qualitative phase, coordinators and professors from Portuguese Higher Education Institutions participated, who gave their specialized contribution through semi-structured individual interviews, and the results were analysed through a content analysis. In the quantitative phase was collected a non-probabilistic sample of students from Portuguese higher education institutions, collected through online interviews, which allowed a descriptive statistical analysis of the data. The results show that the pandemic has imposed challenges such as the lack of preparation of most of the higher education institutions for a technological migration, and that implies a need for financial investment, as well as the negative impact in terms of psychological effects that a fully distance learning can have on the educational community that does not identify with this type of teaching modality, or for students who are unable to attend it. However, all challenges must be seen as opportunities, and it was perceived the essentiality of support to teachers and their need for training of digital, communication and intercultural skills through the implementation of training actions, while they support students. A more technological approach amplifies the possibility of maintaining a teaching in any circumstance, in parallel with facilitating the socio-cultural integration of all students regardless of their origin. These changes not only prepare education for possible new future adversities, but also reduce inequalities, giving greater inclusion and openness to higher education.
Description
Keywords
Globalização Interculturalidade Ensino superior Tecnologias digitais Educação Pandemia COVID-19 Globalization Interculturality Higher education Digital technologies Education Pandemic Covid-19
Citation
Lopes, Ana Cristina Duarte - Ensino a distância e tecnologias digitais enquanto promotores da comunicação e integração educacional e intercultural no ensino superior [Em linha]: oportunidades e desafios na atualidade e em tempos de pandemia Covid-19. [S.l.]: [s.n.], 2023. 297 p.