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Perceções de tutores e estudantes sobre os desafios do ensino-aprendizagem durante o Covid-19: o caso do Instituto de Educação a Distância de Tete
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Orientador(es)
Resumo(s)
O processo de ensino-aprendizagem tem assistido a emergência de vários modelos-respostas
às novas necessidades educacionais, que são protagonizadas, ou pela conjuntura evolutiva, ou
pelo desenvolvimento de fatores naturais como catástrofes, pandemias (covid-19), ou sociais,
visto que a classe que mais adere aos novos modelos de ensino são funcionários, que querendo
aumentar o nível de formação são obrigados a conciliar o trabalho com a escola.
O modelo de ensino a distância tem mostrado dentre vários estudos, uma resposta capaz de
satisfazer os interesses da sociedade académica sem oportunidade de ensino presencial.
Em Moçambique, este modelo é ainda um desafio, mas grande trabalho foi desenvolvido pela
UCM, que inclui este modelo em seus programas de ensino, mas sobretudo com a capacidade
extensiva para outros pontos do país.
O Estudo tem o enfoque a Delegação de Tete, uma delegação de escassos meios tecnológicos
capazes de acompanhar a dinâmica deste modelo, na medida em que que mais do que conteúdos
é preciso que seja munido de dispositivos que permitam a virtualização de encontro entre o
Docentes e Estudantes, porque é neste espaço onde são consolidados os conteúdos de
aprendizagem.
The teaching-learning process has witnessed the emergence of several models-responses to new educational needs, which are led either by the evolutionary situation, or by the development of natural factors such as catastrophes, pandemics (covid-19), or social, since the class that most adheres to the new teaching models are employees, who, wanting to increase their level of training, are forced to combine work with school. The distance learning model has shown, among several studies, a response capable of satisfying the interests of the academic society without the opportunity for in-person teaching. In Mozambique, this model is still a challenge, but great work has been developed by the UCM, which includes this model in its teaching programs, but above all with extensive capacity to other parts of the country. The Study focuses on the Delegation of Tete, a city with scarce technological resources capable of keeping up with the dynamics of this model, as more than content, it needs to be provided with devices that allow the virtualization of a meeting between Teachers and Students, because it is in this space where learning contents are consolidated.
The teaching-learning process has witnessed the emergence of several models-responses to new educational needs, which are led either by the evolutionary situation, or by the development of natural factors such as catastrophes, pandemics (covid-19), or social, since the class that most adheres to the new teaching models are employees, who, wanting to increase their level of training, are forced to combine work with school. The distance learning model has shown, among several studies, a response capable of satisfying the interests of the academic society without the opportunity for in-person teaching. In Mozambique, this model is still a challenge, but great work has been developed by the UCM, which includes this model in its teaching programs, but above all with extensive capacity to other parts of the country. The Study focuses on the Delegation of Tete, a city with scarce technological resources capable of keeping up with the dynamics of this model, as more than content, it needs to be provided with devices that allow the virtualization of a meeting between Teachers and Students, because it is in this space where learning contents are consolidated.
Descrição
Palavras-chave
Ensino Ensino a distância Pandemia COVID-19 Modelos Ensino-aprendizagem Moçambique Teaching Distance learning Pandemic Model Teaching-learning
Contexto Educativo
Citação
Navalha, Teresa - Perceções de tutores e estudantes sobre os desafios do ensino-aprendizagem durante o Covid-19 [Em linha]: o caso do Instituto de Educação a Distância de Tete. [S.l.]: [s.n.], 2022. 72 p.