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Análise comparada das políticas educativas para a educação à distância em três países: Brasil, Portugal e Irlanda, especificamente na pandemia Covid-19
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Abstract(s)
Esta investigação é incentivada no contexto educativo da aprendizagem à distância no Brasil, em Portugal e na Irlanda, em diferentes perspectivas analíticas. A técnica de entrevista semiestruturada, investigação exploratória e qualitativa foi aplicada para contribuir para a recolha de informações. A análise comparativa recorda-nos a uma visão de metodologia de investigação no sistema educativo, contribuindo para a identificação de semelhanças e de diferenças no campo amplo das políticas educativas nos países em análise. No entanto, na educação comparativa, espera-se que as experiências positivas adquiridas sejam agregadas na educação durante todo o processo de aprendizagem. Ao longo desta investigação, verificou-se que a história econômica e o índice populacional dos três países analisados eram representativos para este estudo. Foi estabelecido que os impactos educativos aumentam a compilação de informações e de mecanismos de como cada país conduz as suas atividades educativas. As políticas públicas na educação à distância permitiram uma análise onde a prática pedagógica se destaca estrategicamente no cenário em que a tecnologia ajuda a aprendizagem com níveis de oportunidade para todos os que dela necessitam. O papel da educação à distância impulsionou a transformação de uma realidade virtual, especialmente com o impacto de Covid-19, que transformou novos paradigmas de utilização do ensino/aprendizagem em sala de aula, para o modelo de ensino da EaD, que integra a tecnologia até a atualidade.
This research is encouraged in the educational context of distance learning in Brazil, Portugal, and Ireland from different analytical perspectives. The semi-structured interview, exploratory, and qualitative research technique was applied to contribute to the information collection. Comparative analysis reminds us of a vision of research methodology in the educational system, contributing to identifying similarities and differences in the broad field of educational policies in the countries under analysis. However, in comparative education, the positive experiences gained are expected to be aggregated in education throughout the learning process. Throughout this investigation, it was found that the economic history and population index of the three countries analyzed were representative of this study. It has been established that educational impacts increase the compilation of information and mechanisms on how each country conducts its educational activities. Public policies in distance education allowed an analysis of where pedagogical practice stands out strategically in the scenario in which technology helps learning with levels of opportunity for all those with it. The role of distance education has driven the transformation of virtual reality, especially with the impact of COVID-19, which has transformed new paradigms for the use of teaching/learning in the classroom, to distance education, which integrates technology into this present.
This research is encouraged in the educational context of distance learning in Brazil, Portugal, and Ireland from different analytical perspectives. The semi-structured interview, exploratory, and qualitative research technique was applied to contribute to the information collection. Comparative analysis reminds us of a vision of research methodology in the educational system, contributing to identifying similarities and differences in the broad field of educational policies in the countries under analysis. However, in comparative education, the positive experiences gained are expected to be aggregated in education throughout the learning process. Throughout this investigation, it was found that the economic history and population index of the three countries analyzed were representative of this study. It has been established that educational impacts increase the compilation of information and mechanisms on how each country conducts its educational activities. Public policies in distance education allowed an analysis of where pedagogical practice stands out strategically in the scenario in which technology helps learning with levels of opportunity for all those with it. The role of distance education has driven the transformation of virtual reality, especially with the impact of COVID-19, which has transformed new paradigms for the use of teaching/learning in the classroom, to distance education, which integrates technology into this present.
Description
Keywords
Educação a distância Estudo comparado Políticas públicas COVID-19 Portugal Brasil Irlanda Distance education Comparative study Public policies COVID-19 pandemic
Citation
Xavier, Adriana Maria Sonego - Análise comparada das políticas educativas para a educação à distância em três países [Em linha]: Brasil, Portugal e Irlanda, especificamente na pandemia Covid-19. [S.l.]: [s.n.], 2023. 153 p.