The student engagement during the Covid-19 pandemic against remote teaching and the use of GoogleClassroom
DOI:
https://doi.org/10.33448/rsd-v10i11.19451Keywords:
Googleclassroom; Engagement; Remote Teaching; Pandemics.Abstract
The health crisis caused by Covid-19 boosted distance classes through remote learning and the use of platforms such as Google Classroom developed with a focus on integration between teachers and students. This article aimed to assess student engagement during the Covid-19 pandemic towards remote learning and the use of Google Classroom. This was a study of a basic nature, through bibliographical review, descriptive and exploratory, whose data were treated in a qualitative way to understand the participation of students in synchronous classes using the Google Classroom tool as a platform for monitoring the contents covered. in virtual classes during the pandemic. The research was carried out by conducting research in the CAPES and Google Scholar journals databases, using the following descriptors: “engagement”, “remote teaching”, “pandemic by Covid-19” and “Google Classroom”. After careful selection, 15 articles published in national journals between the years 2020 and 2021 were selected. The analysis of the articles demonstrates that the educational tools for online interaction allowed the realization of an innovative work, focused on the initial and continuing education of students, as well as in the integration among the participants of the class. The use of online platforms and virtual classes favored action planning, providing individual and collective knowledge gain.
References
Abramowicz, A., & Tebet, G. G. D. C. (2017). Educação Infantil: um balanço a partir do campo das diferenças1. Pro-posições, 28, 182-203. 10.1590/1980-6248-2016-0114
Almeida, M. E. B. D. (2003). Educação a distância na internet: abordagens e contribuições dos ambientes digitais de aprendizagem. Educação e pesquisa, 29, 327-340. 10.1590/S1517-97022003000200010.
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Bacich, L., Neto, A. T., & de Mello Trevisani, F. (2015). Ensino híbrido: personalização e tecnologia na educação. Penso Editora.
de Carvalho Borba, M., da Silva, R. S. R., & Gadanidis, G. (2020). Fases das tecnologias digitais em Educação Matemática: sala de aula e internet em movimento. Autêntica Editora.
Brasil. (2020) Parâmetros Curriculares Nacionais: Ensino Médio. Brasília: Ministério da Educação, http://basenacionalcomum.mec.gov.br/abase/
da Silva Buss, C., & Mackedanz, L. F. (2017). O ensino através de projetos como metodologia ativa de ensino e de aprendizagem. Revista Thema, 14(3), 122-131. 10.15536/thema.14.2017.122-131.481.
Campbell, B., Lazonby, J., Millar, R., Nicolson, P., Ramsden, J., & Waddington, D. (1994). Science: The Salters' approach‐a case study of the process of large scale curriculum development. Science education, 78(5), 415-447. https://doi.org/10.1002/sce.3730780503
Chaturvedi, K., Vishwakarma, D. K., & Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and youth services review, 121, 105866. 10.1016/j.childyouth.2020.105866
Conforto, D., & Vieira, M. C. (2015). Smartphone na escola: Da discussão disciplinar para a pedagógica. Latin American Journal Of Computing LAJC, 2, 43-54. https://lajc.epn.edu.ec/index.php/LAJC/article/view/95/56
Couto, E. S., Couto, E. S., & Cruz, I. D. M. P. (2020). # fiqueemcasa: educação na pandemia da COVID-19. Interfaces Científicas-Educação, 8(3), 200-217. 10.17564/2316-3828.2020v8n3p200-217.
Daudt, L. (2015). Ferramentas do google sala de aula que vão incrementar sua aula. https://www.qinetwork.com.br/6-ferramentas-do-googlesalade-aula-que-vao-incrementar-sua-aula/.
Frederick, C., & Biddiss, M. (2005). Grandes pestes de la Historia. El Ateneo.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. 10.3102/00346543074001059.
Harari, Y. N. (2020). Na batalha contra o coronavírus, faltam líderes à humanidade. Companhia das Letras. Editora Schwarz.
Instituto Ayrton Senna (2021). O que é a BNCC. https://institutoayrtonsenna.org.br/pt-br/BNCC/o-que-e-BNCC.html#bncc.
Mora, Francisco. Francisco Mora (2017): “É preciso acabar com o formato das aulas de 50 minutos”. Entrevista concedida a Ana Torres Menárguez. El País, Brasil, fevereiro. https://brasil.elpais.com/brasil/2017/02/17/economia/1487331225_284546.html.
Moreira, A. F., & Borges, O. (2006). Por dentro de uma sala de aula de física. Educação e Pesquisa, 32, 157-174. 10.1590/S1517-97022006000100010
Moreira, A. F. (2003). Práticas de interpretação em ambientes de aprendizagem de Física. https://repositorio.ufmg.br/bitstream/1843/EJRA-5SFJ2R/1/tese_adelson.pdf
Moreira, J. A., Henriques, S., & Barros, D. M. V. (2020). Transitando de um ensino remoto emergencial para uma educação digital em rede, em tempos de pandemia. Dialogia, 351-364. 10.5585/dialogia.n34.17123
Oliveira, C. (2020). Portal eletrônico Brasil de Fato: “Uma visão popular do Brasil e do Mundo”. https://www.brasildefato.com.br/2020/06/04/com-aulas-remotas-pandemia-escancara-desigualdade-no-acesso-a-educacao-de-qualidade.
Santo, E. D. E., & Dias-Trindade, S. (2020). Educação a Distância e Educação Remota Emergencial: convergências e divergências. Machado, Dinamara P. Educação em tempos de COVID-19: reflexões e narrativas de pais e professores. Curitiba: Editora Dialética e Realidade.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Oxford University Press.
Tomazinho, P. (2020). Ensino Remoto Emergencial: a oportunidade da escola criar, experimentar, inovar e se reinventar. Revista do SINEPE/RS, https://medium.com/@paulotomazinho/ ensino-remoto-emergencial-a-oportunidade-da-escola-criar-experimentar-inovar-e-se-reinventar6667ba55dacc.
Van Dijck, J., Poell, T., & De Waal, M. (2018). The platform society: Public values in a connective world. Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Sérgio Rômulo Alves dos Santos Júnior; Railson Alves Correia de Almeida Júnior; Syntia Meneses Silva; Ronaldo Simão de Oliveira; Juliana Nascimento Andrade
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
