Survey of digital information and communication technologies used by teachers during the COVID-19 pandemic

Authors

DOI:

https://doi.org/10.33448/rsd-v11i6.29377

Keywords:

TDICs; Teaching; COVID-19.

Abstract

The changes that took place in the last century gave rise to the “Information Society”. Such a society has been amplified in all sectors of society with Digital Communication Technologies (TDICs). Such innovations arrived in Brazil and, especially in Education, where there is still marked social inequality, regarding the insertion of TDICs in education. Although we have other serious problems that impact on Brazilian learning, such as: school dropout, structural problems, lack of sufficient continuing education for teachers, low salaries, students' learning deficit, etc., we had a worsening of this scenario with the arrival in March of 2020 of the COVID-19 Pandemic. This work is a mixed qualitative-quantitative research and aims to verify with teachers how teaching mediated by TDICs is happening during the COVID-19 Pandemic at different levels of schooling in Brazil. The results showed that we have advanced a lot in terms of access to new technologies, but it is insufficient in the face of the social inequality that is embedded in our country. It is necessary, among others, public policies that strengthen the training of teachers and the structuring of schools for the use of new technologies.

Author Biographies

Maria Paula Paulino Ramos Pinto de Castro, Universidade Cruzeiro do Sul

Doctoral student in the Postgraduate Program in Science and Mathematics Teaching at UNIVERSIDADE CRUZEIRO DO SUL/SP. MASTER IN THE AREA OF ENVIRONMENTAL CHEMISTRY by the FEDERAL UNIVERSITY OF MATO GROSSO-UFMT, SPECIALIZATION IN PEDAGOGICAL COORDINATION/UFMT AND FULL LICENSE IN CHEMISTRY/UFMT. I have been a hired teacher at UFMT and UNIVERSIDADE DE CUIABÁ-UNIC where I taught classes in analytical chemistry, biochemistry, general chemistry and organic chemistry respectively. I am an effective teacher in the discipline of Chemistry in the State Education Network of Mato Grosso linked to the STATE SECRETARIA DE EDUCAÇÃO DE MATO GROSSO-SEDUC/MT. In the years 2004 to 2008 I was technical responsible in the chemistry area in the production of paints and coatings. In 2007 I was assigned to work as a high school technician at the State Network of Mato Grosso/SEDUC in the area of ​​Natural Sciences and Mathematics. I worked in the coordination of the Natural Sciences area in the implementation of the CENTER FOR YOUTH AND ADULT EDUCATION -CEJA Professor Antônio Cesário Neto. From 2009 to 2011 I was pedagogical coordinator at EE André Avelino Ribeiro. I worked in 2014 and 2015 as a tutor and training teacher with the PROGRAM OF MUNICIPAL EDUCATION DIRECTORS-PRADIME in partnership with UNIVERSIDADE ABERTA DO BRASIL-UAB/UFMT. In 2016/2017 I was a co-advisor in the Institutional Scholarship Program for Scientific Initiation-High School-PIBIC/SEDUC. In the period from 08/01/2018 to 01/31/2020 I am working with the supervision of 08 scholarship students of the Degree in Chemistry? UFMT's Cuiabá campus in the Institutional Scholarship Program for Initiation to Teaching-PIBID/SEDUC/UFMT in the role of Supervisor teacher and also in the position of teacher of basic education in the discipline of chemistry in public high schools in Mato Grosso. I worked as a writer of the Curricular Reference Document of Mato Grosso in the High School stage in the area of ​​Natural Sciences and its Technologies in the period 2020/2021.

Juliano Schimiguel, Universidade Cruzeiro do Sul

He holds a PhD in Computer Science from the State University of Campinas - UNICAMP (2006), a Master's in Computer Science from the State University of Campinas - UNICAMP (2002) and a Bachelor's Degree in Informatics from the State University of Ponta Grossa (1999). He is currently Permanent Professor of the Doctoral/Master's Program in Science and Mathematics Teaching at Universidade Cruzeiro do Sul (São Paulo, SP), Professor at Centro Universitário Anchieta - UNIANCHIETA (Jundiaí, SP), and Professional Associate at Pecege at USP/Esalq. (Piracicaba/SP). Has experience in Computer Science, with emphasis on Human-Computer Interaction (HCI) and Software Engineering, working mainly on the following topics: web development, design and evaluation of interfaces, geographic information systems, geoprocessing, systems analysis, UML, UP, teaching-learning of technologies and mathematics, interactive digital content, learning objects, virtual and collaborative environments, games for teaching, etc.

Guilherme Soares Simões, Universidade Cruzeiro do Sul

Doctoral candidate in Science and Mathematics Teaching. Master in Education and Teaching from the Federal University of Minas Gerais.Graduating in Mathematics from the University of Franca. Bachelor in Industrial Chemistry from Severino Sombra University (2012). Degree in Chemistry from the Metropolitan University of Santos. I worked in the administrative sector of a Food Industry as a Production Planning and Control Technician, being later promoted to Production Coordinator. I received a scholarship from FAPEMIG developing activities as a Technological Educational Agent at the Universidade Aberta Integrada de Minas Gerais.

Carmem Lúcia Costa Amaral, Universidade Cruzeiro do Sul

Shee holds a degree in Chemistry from the Federal University of Rio Grande do Norte, a Master's degree in Organic Chemistry from the University of São Paulo and a PhD in Organic Chemistry from the University of São Paulo. She is currently a full professor III at Universidade Cruzeiro do Sul, coordinator of the EAD course in Chemistry Teaching, vice coordinator of the Stricto Sensu Postgraduate Program in Science and Mathematics Teaching and vice coordinator of the Ethics Committee in research with human beings at the Faculty of Dentistry of the Paulista Association of Dental Surgeons. She is a research professor of the Master's and Doctoral program in Science Teaching and Science and Mathematics Teaching at Universidade Cruzeiro do Sul, working mainly on the following topics: teaching and learning of chemistry, the relationship between Science Technology and Society in the teaching of chemistry, transversal themes, virtual environment and pedagogical games in chemistry teaching.

José Ivan Spinardi, Universidade Cruzeiro do Sul

Graduated in Physics and Sciences from the University of São Paulo (2007-2017). He is currently Professor of Basic Education II State School Professor João Dias da Silveira- Secretary of Education of the State of São Paulo, . Elementary School Science Teacher 2 at EMEF João Guimarães Rosa, PMSP. Master in Science Teaching by IAGUSP.

Marcelo Cardoso Ferraz, Universidade Cruzeiro do Sul

Graduated in MATHEMATICS from Universidade Braz Cubas (1998), PEDAGOGY from Centro Universitário de Jales (2018), specialized in EMERGING TECHNOLOGIES AT THE SERVICE OF LEARNING from UNIFEI (2019) and DISTANCE EDUCATION from Faculdade UniBF, Postgraduate in TEACHING AT EAD and MBA in PUBLIC SCHOOL MANAGEMENT also from UniBF faculty, Master in MATHEMATICAL EDUCATION from the Pontifical Catholic University of São Paulo (2010) and Doctoral Student in Science and Mathematics Teaching from UNICSUL. He is currently a mathematics teacher at the Municipality of São José dos Campos with experience in the area of ​​Mathematics, with an emphasis on technology and distance learning.

Ismar Frango Silveira, Universidade Cruzeiro do Sul

Graduated in Mathematics-Informatics from UFJF - Federal University of Juiz de Fora (1994), Master's in Science - Informatics from ITA - Technological Institute of Aeronautics (1997) and PhD in Electrical Engineering from POLI-USP - Polytechnic School of the University of São Paulo. Paul (2003). He is currently an Adjunct Professor at Universidade Presbiteriana Mackenzie, working in the undergraduate courses at the Faculty of Computing and Informatics and in the Master's and Doctoral Program in Electrical and Computer Engineering; He is a Full Professor at Universidade Cruzeiro do Sul, where he coordinates the Bachelor's Degree in Computer Science and works in the Master's and Doctoral Program in Science and Mathematics Teaching. He is a member of the scientific communities LACLO (Latin American Community of Learning Technologies), HCI-Collab (Collaborative Network to support the teaching and learning processes in the area of ​​Human-Computer Interaction at the Iberoamerican level) and VG-Collab (Collaborative Network of research and development of games in Iberoamerica).

References

Brasil, M. D. E. (2017). Base nacional comum curricular. Brasília-DF: MEC, Secretaria de Educação Básica.

De Lacerda, T. E., & junior, R. G. (2021). Educação remota em tempos de pandemia: ensinar, aprender e ressignificar a educação. Editora BAGAI.

De Oliveira, M. F. (2011). Metodologia científica: um manual para a realização de pesquisas em Administração. Universidade Federal de Goiás. Catalão–GO.

De Oliveira Paz, M. S., de Almeida, N. R., de Araújo, J. P., Mota, I. O., & da Silva Santos, K. B. (2021). Mediação Tecnológica e Grupos de Integração como estratégias para o ensino remoto em tempos de pandemia da COVID-19 no IFPA-campus Paragominas. Research, Society and Development, 10(15), e166101522650-e166101522650.

Educação, T. P. (2020). Ensino a distância na educação básica frente à pandemia da COVID-19. Nota Técnica.

Faleiros, F., Käppler, C., Pontes, F. A. R., Silva, S. S. D. C., Goes, F. D. S. N. D., & Cucick, C. D. (2016). Uso de questionário online e divulgação virtual como estratégia de coleta de dados em estudos científicos. Texto & Contexto-Enfermagem, 25.

Farias, L. C., & Dias, R. E. (2013). Discursos sobre o uso das TICs na educação em documentos ibero-americanos. Revista Linhas, 14(27), 83-104.

Fernandes, A. F., de Magalhães, T. M., de Magalhães, L. H., & Fernandes, A. F. (2020, August). Aulas remotas: os desafios e potenciais de um novo modo de ensinar utilizando tecnologia. In Anais do CIET: EnPED: 2020-(Congresso Internacional de Educação e Tecnologias| Encontro de Pesquisadores em Educação a Distância).

Fernandes, S. M., Henn, L. G., & Kist, L. B. (2020). O ensino a distância no Brasil: alguns apontamentos. Research, Society and Development, 9(1), e21911551-e21911551.

Flick, U. (2009). Introdução à pesquisa qualitativa-3. Artmed editora.

FREIRE, P (1996). Pedagogia da autonomia: saberes necessários à prática educativa, ed. 16. São Paulo: Ed Paz e Terra.

IBGE - Agência de Notícias. (2018). 11,8% dos jovens com menores rendimentos abandonaram a escola sem concluir a educação básica em 2018. https://agenciadenoticias.ibge.gov.br/agência-sala-de-imprensa/2013-agencia-de-noticias/releases/25885-11-8-dos-jovens-com-menores-rendimentosabandonaram-a-escola-sem-concluir-a-educacao-basica-em-2018.

Leite, W. S. S., & Ribeiro, C. A. D. N. (2012). A inclusão das TICs na educação brasileira: problemas e desafios.

Manning, P. K. (1979). Metaphors of the field: Varieties of organizational discourse. Administrative science quarterly, 24(4), 660-671.

Manzato, A. J., & Santos, A. B. (2012). A elaboração de questionários na pesquisa quantitativa. Departamento de Ciência de Computação e Estatística–IBILCE–UNESP, 17.

MOREIRA, A., & PINHEIRO, L. (2020). OMS declara pandemia de coronavírus. Jornal G1, São Paulo, 11.

Moreira, M. A. (2004). Pesquisa básica em educação em ciências: uma visão pessoal. Revista Chilena de Educación Científica, 3(1), 10-17.

Quinzani, M. A. D. (2020). O avanço da pobreza e da desigualdade social como efeitos da crise da COVID-19 e o estado de bem-estar social. Boletim de Conjuntura (BOCA), 2(6), 43-47.

Reis, E. F. dos, Pereira, A. I. S, Dutra, J. W. A, Ribeiro, F. A. A., Santos, D. B. dos, Silva, A. B, Martins, G. S, Santos, J. A. dos, Fonte, L. da C., Filho, V. C. da S. & Cruz, A. R da. Educação Ambiental em tempos de Pandemia da Covid-19: contribuições da Oficina Pedagógica no Ensino Remoto Emergencial. 2022. Research, Society and Development, 11(6), e8611628957. http://dx.doi.org/10.33448/rsd-v11i6.28957.

TIC, P. C. (2017). Internet chega a três em cada quatro domicílios do país. Agência IBGE Notícias 2018, 20 dec.

Vieira, L., & Ricci, M. C. C. (2020). A educação em tempos de pandemia: soluções emergenciais pelo mundo. OEMESC-Observatório do ensino médio em Santa Catarina. Editorial de abril.

Werthein, J. (2000). A sociedade da informação e seus desafios. Ciência da informação, 29, 71-77.

Published

02/05/2022

How to Cite

CASTRO, M. P. P. R. P. de .; SCHIMIGUEL, J.; SIMÕES, G. S.; AMARAL, C. L. C.; SPINARDI, J. I.; FERRAZ, M. C.; SILVEIRA, I. F. Survey of digital information and communication technologies used by teachers during the COVID-19 pandemic. Research, Society and Development, [S. l.], v. 11, n. 6, p. e42611629377, 2022. DOI: 10.33448/rsd-v11i6.29377. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/29377. Acesso em: 29 may. 2022.

Issue

Section

Education Sciences