Mudanças na adaptação educacional durante a pandemia da covida-19 no Paraguai, 2020-2021
Resumo
Durante os anos de 2020 e 2021, a educação global foi significativamente impactada pela pandemia da COVID-19. A súbita mudança na modalidade educacional fez com que os diferentes atores se adaptassem a uma velocidade vertiginosa e com os recursos freqüentemente limitados disponíveis para eles. O presente estudo visa mostrar e analisar as mudanças educacionais que ocorreram durante os últimos dois anos no Paraguai através das declarações coletadas de três atores diretamente envolvidos no processo de ensino-aprendizagem: professores, estudantes do ensino médio e universitários e pais de crianças em idade escolar de diferentes partes do país. A coleta de dados foi realizada em três fases diferentes: Mar-Maio de 2020, Nov-Dez de 2020 e Nov-Dez de 2021. Os resultados mostram mudanças significativas em termos de acesso a ferramentas tecnológicas como computadores e Internet e demonstram altas proporções de atores que utilizaram o WhatsApp e plataformas educacionais como principais canais de comunicação e envio de trabalhos de casa. Além disso, destacam a leitura de materiais e fichas de trabalho como as atividades propostas principalmente durante os dois anos. Os resultados também revelaram dificuldades significativas relacionadas à conectividade da Internet, falta de compreensão das tarefas, aspectos motivacionais e falta de tempo para a dedicação adequada às atividades propostas. Entretanto, várias partes interessadas destacaram que a modalidade educacional implementada era de interesse para elas devido a certas vantagens que poderiam ser aproveitadas e melhoradas em um sistema educacional normal.
Downloads
##plugins.generic.paperbuzz.metrics##
Referências
Alipio, M. (2020) Education during COVID-19 era: Are learners in a less-economically developed country ready for e-learning? ZBW – Leibniz Information Centre for Economics. http://hdl.handle.net/10419/234960
Bonilla-Guachamín, J. A. (2020). Las dos caras de la educación en el COVID-19. CienciAmérica, 9(2), 89-98. http://dx.doi.org/10.33210/ca.v9i2.294
Bozkurt, A., y Sharma, R. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
Cabrera, L. (2020). Efectos del coronavirus en el sistema de enseñanza: aumenta la desigualdad de oportunidades educativas en España. Revista de Sociología de la Educación-RASE, 13(2), Especial COVID-19, 114-139. http://dx.doi.org/10.7203/RASE.13.2.17125
Canese, V., Mereles, J., & Amarilla, J. (2022). Entre desafíos y oportunidades: Actores educativos ante la pandemia del COVID-19 en Paraguay. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 3(1), 123-139. http://latam.redilat.org/index.php/lt/article/view/38
Consejo Nacional de Educación Superior [CONES]. (2020). Educación Superior del Paraguay en Tiempos de COVID-19. https://bit.ly/333D8aI
Cóndor-Herrera, O. (2020). Educar en tiempos de COVID. CienciAmérica, 9(2), 31-37. http://doi.org/10.33210/ca.v9i2.281
Di Pietro, G., Biagi, F., Costa, P., Karpiński, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC121071/jrc121071.pdf
Dovrat, L. (2022). Perceptions of emergency remote teaching tools used during Covid-19 online teaching by an Israeli English for Academic Purpose (Eap) department. Studies in Technology Enhanced Learning. https://doi.org/10.21428/8c225f6e.53d353b7
ECLAC-UNESCO. (2020, August). Education in the time of COVID-19.. https://repositorio.cepal.org/bitstream/handle/11362/45905/1/S2000509_en.pdf
Expósito, C. D., & Marsollier, R. G. (2020). Virtualidad y educación en tiempos de COVID-19. Un estudio empírico en Argentina. Educación y Humanismo, 22(39). https://doi.org/10.17081/eduhum.22.39.4214
Gómez-Arteta, I., & Escobar-Mamani, F. (2021). Educación virtual en tiempos de pandemia: incremento de la desigualdad social en el Perú. Revista Chakiñan de Ciencias Sociales y Humanidades, (15), 152-165. https://doi.org/10.37135/chk.002.15.10
Gómez-Hurtado, I., García-Rodríguez, M., González Falcón, I., & Coronel Llamas, J. (2020). Adaptation of active methodologies in university education in pandemic time. International Journal of Educationfor Social Justice, 9(3e). 415-433. https://doi.org/10.15366/riejs2020.9.3.022
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://acortar.link/JpMljP
Korzycka, M., Bójko, M., Radiukiewicz, K., Dzielska, A., Nałęcz, H., Kleszczewska, D., Małkowska-Szkutnik, A., & Fijałkowska, A. (2021). Demographic analysis of difficulties related to remote education in Poland from the perspective of adolescents during the COVID-19 pandemic. Annals of Agricultural and Environmental Medicine. https://doi.org/10.26444/aaem/133100
Kruszewska, A., Nazaruk, S., & Szewczyk, K. (2022). Polish Teachers of Early Education in the Face of Distance Learning during the COVID-19 Pandemic – the Difficulties Experienced and Suggestions for the Future. Education, (50)3, 3-13. https://doi.org/10.1080/03004279.2020.1849346.
Ministerio de Educación y Ciencias [MEC]. (2020). Plan de Educación en Tiempos de Pandemia. https://bit.ly/3jad4QE
Mereles, J. I., Canese, V., & Amarilla, J. (2020). Dificultades experimentadas por estudiantes secundarios y universitarios en Paraguay en tiempos de COVID19. Ciencia Latina Revista Científica Multidisciplinar, 4(2), 1687–1708. https://doi.org/10.37811/cl_rcm.v4i2.116
Moreno, J. L., & Lluch, L. (2020). Educación y Covid-19: colaboración de las familias y tareas escolares. Revista Internacional De Educación Para La Justicia Social, 9(3). https://revistas.uam.es/riejs/article/view/12182
Molina-Pérez, J., & Pulido-Montes, C. (2021). Covid-19 y digitalización “improvisada” en educación secundaria: Tensiones emocionales e identidad profesional cuestionada. Revista Internacional de Educación Para La Justicia Social, 10(1), 181–196. https://doi.org/10.15366/riejs2021.10.1.011
Perdomo, B. (2022). Docentes y barreras enfrentadas en la enseñanza remota de emergencia por COVID-19: Revisión integrativa. Foro Educacional, 38, 7–37. https://doi.org/10.29344/07180772.38.2999
Pozo-Sánchez, S., López-Belmonte, J., Fuentes-Cabrera, A., & Moreno-Guerrero, A. J. (2020). Incidencia de la retro-innovación en educación superior. Radio y televisión como herramientas complementarias en el uso del modelo de enseñanza conocido como aprendizaje invertido. Formación universitaria, 13(3), 139-146. http://dx.doi.org/10.4067/S0718-50062020000300139
Portillo, S. A., Castellanos, L. I., Reynoso, Ó. U., & Gavottto, O. I. (2020). Enseñanza remota de emergencia ante la pandemia Covid-19 en Educación Media Superior y Educación Superior. Propósitos y Representaciones, 8(3spe), e589. https://doi.org/10.20511/pyr2020.v8nSPE3.589
Shagiakhmetova, M. N., Bystritskaya, E. V., Demir, S., Stepanov, R. A., Grishnova, E. E., & Kryukova, N. I. (2022). Primary teachers difficulties related to compulsory distance education during covid-19. Contemporary Educational Technology, 14(2), ep357. https://doi.org/10.30935/cedtech/11589
Sintema, E. (2020). Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. EURASIA Journal of Mathematics. Science and Technology Education, 16(7), 1-6. https://doi.org/10.29333/ejmste/7893
Tadesse, S., & Muluye, W. (2020). The impact of covid-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 08(10), 159–170. https://doi.org/10.4236/jss.2020.810011
Tiruneh, D. (2020). COVID-19 School Closures May Further Widen the Inequality Gaps between the Advantaged and the Disadvantaged in Ethiopia. UKFIET The Education and Development Form. https://acortar.link/HIxm98
Trujillo, F., Fernández, M., Segura, A., y Jiménez, M. (2020). Escenarios de Evaluación en el contexto de la pandemia por la COVID-19: La opinión del profesorado. SantillanaLab. https://www.observatoriodelainfancia.es/ficherosoia/documentos/7074_d_SantillanaLAB.pdf
Vallejos, G. A., & Guevara, C. A. (2021). Educación en tiempos de pandemia: una revisión bibliográfica. Conrado, 17(80), 166-171. https://acortar.link/fUiXKq
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and teacher education, 14(1), 173-207. https://literacy.concordia.ca/tpd/mod_ttt/story_content/external_files/Wozney.pdf
Copyright (c) 2022 Valentina Canese, Juan Ignacio Mereles, Jessica Amarilla
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
