Education in (De)Construction: an approach on the use of remote education in brazilian universities
DOI:
https://doi.org/10.33448/rsd-v10i1.12063Keywords:
Remote teaching; Distance education; Adaptation; Behavior; COVID-19.Abstract
The year 2020 was a milestone in world history, as the year in which we need to isolate ourselves to contain the progress of the COVID-19 pandemic. in some way affected, what seemed so far from reality has become the best alternative for educational institutions to keep the sector operational. In this work we will address how the teaching modalities reacted to such an impact, and what are the expectations for the coming years, analyzing the experiences of students and teachers of higher education. The research was developed in a bibliographic and quantitative way, combining theory with data obtained from data collected from Semesp's research, which counted on the participation of teachers and students from all over Brazil. We are going to compare the experience of teachers and students, using two databases, which were obtained between July 6 and 15, 2020, and July 6 to 13, 2020, with the participation of 413 teachers and 2,588 undergraduate students, among enrolled students, dropouts and graduates. The questionnaire was sent by e-mail and also made available on social media, both from private and public institutions, from all over Brazil. In this work, the objective was to address the behavior of students and teachers in the format of emergency remote education, which are the strengths and where it is possible to improve, and which are the perspectives for the future.
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