A prática docente frente à COVID-19: experiências políticas emergenciais no Equador e na Espanha

Autores

DOI:

https://doi.org/10.14244/198271996126

Palavras-chave:

Práticas pedagógicas, Ambientes educativos, COVID-19, Educação.

Resumo

O surgimento da COVID-19 na vida cotidiana foi uma transformação sem precedentes nas formas de relacionamento em nível global, o que afetou significativamente a educação. Este artigo caracteriza as adaptações pedagógicas feitas por professores e gerentes durante as etapas de confinamento e semi-presença, com o objetivo de analisar sua viabilidade em contextos de "nova normalidade". Para responder a este objetivo, foram realizadas pesquisas qualitativas com 20 professores e gerentes de instituições de ensino primário e secundário no Equador e na Espanha. Através de entrevistas semi-estruturadas e aprofundadas, este trabalho explora os problemas e soluções implantadas pelos professores e gestores, investigando também como a diversidade de percepções sobre a prática tem sido modulada de acordo com critérios como anos de experiência de ensino, competência digital dos professores, regime de financiamento da instituição, disponibilidade de recursos e acesso a planos de treinamento nos centros. O artigo mostra como, no caso da Espanha, o retorno ao "novo normal" significou um retorno às práticas centradas no professor e a apresentação magistral dos conteúdos, incorporando o apoio ocasional das plataformas digitais. Por sua vez, o texto mostra como no Equador há uma maior predisposição para o desenvolvimento de estratégias flexíveis, embora isto seja limitado pela própria capacidade orçamentária das escolas para expandir a infra-estrutura necessária para garantir modalidades híbridas.

Métricas

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Biografia do Autor

Diego Allen-Perkins, Universidad Internacional de La Rioja

Doctor en Antropología Social y Cultural. Profesor en la Facultad de Educación de la Universidad Internacional de La Rioja y en la Facultad de Formación del Profesorado de la Universidad de Extremadura.

Lucy Deyanira Andrade-Vargas, Universidad Técnica Particular de Loja (UTPL)

Doctora en Desarrollo psicológico, familia, educación e intervención, Magister en Pedagogía, Licenciada en Ciencias de la Educación, Profesora de la Universidad Técnica Particular de Loja, Investigadora en el Grupo de Comunicación, Educación y Tecnología y Grupo de Investigación Multidisciplinar ARETË.

Irene Frías Campomanes, Universidad de Extremadura (UEx)

Licenciada en Historia y estudiante de posgrado de Investigación Histórica. Es docente de Estudios Sociales, Antropología e Historia en la ciudad de Loja (Ecuador), desarrollando sus investigaciones en torno a las relaciones migratorias femeninas entre España y los Virreinatos de América.

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Publicado

29-08-2023

Como Citar

ALLEN-PERKINS, D.; ANDRADE-VARGAS, L. D.; FRÍAS CAMPOMANES, I. A prática docente frente à COVID-19: experiências políticas emergenciais no Equador e na Espanha. Revista Eletrônica de Educação, [S. l.], v. 17, p. e6126051, 2023. DOI: 10.14244/198271996126. Disponível em: https://www.reveduc.ufscar.br/index.php/reveduc/article/view/6126. Acesso em: 17 jul. 2024.

Edição

Seção

Dossiê Políticas Educativas e Perspectivas Formativas Pós-Covid-19
##plugins.generic.dates.received## 2022-08-07
##plugins.generic.dates.accepted## 2023-03-11
##plugins.generic.dates.published## 2023-08-29