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No dia 8 de fevereiro de 2021, os alunos voltaram ao ensino online, em ambiente domĂ©stico, depois de 15 dias de fĂ©rias antes do tempo previsto. Nesta investigação quisemos saber como estavam a viver este tempo de fechamento em casa e como avaliavam sete ĂĄreas-chave neste ofĂcio de aluno a distĂąncia: as estratĂ©gias de ensino usadas pelos professores; a relação pedagĂłgica; a pertinĂȘncia, adequação e justiça da avaliação; a colaboração com os colegas; o ambiente vivido em casa; os sentimentos predominantes; a riqueza das aprendizagens. Nesta comunicação iremos analisar apenas os sentimentos vivenciados e declarados. AtravĂ©s de plataforma eletrĂłnica foi administrado um questionĂĄrio aberto e, com o consentimento e mediação dos diretores, foram recolhidos dados de quatro escolas (duas pertencendo ao ensino particular e cooperativo da regiĂŁo de Lisboa e duas escolas estatais na RegiĂŁo Norte) num total de 614 alunos do 9.Âș e 10.Âș anos. A recolha de dados ocorreu no mĂȘs de fevereiro de 2021. Os resultados revelam que os alunos evidenciam sobretudo sentimentos negativos (tristeza, saudade, solidĂŁo), sobressaindo, no entanto, a esperança e a alegria, numa listagem de dez sentimentos. NĂŁo se registam diferenças significativas entre as escolas. Estes dados indiciam que os alunos vivenciam sentimentos contraditĂłrios e paradoxais, sendo necessĂĄrio cuidar das feridas geradas atravĂ©s de uma pedagogia da escuta, do cuidado e da proximidade de modo a reconstruir os laços feridos.
On February 8, 2021, students returned to online learning, in the home environment, after a 15-day vacation ahead of schedule. In this study we wanted to know how they were experiencing this period of isolation at home and how they evaluated 7 key areas in this remote learning experience: the teaching strategies used by teachers; the pedagogical relationship; relevance, adequacy and fairness of the evaluation; collaboration with colleagues; the environment experienced at home; the predominant feelings; the richness of learning. In this paper we will only analyse the experienced and declared feelings. An open questionnaire was administered through an electronic platform and with the consent and mediation of the principals, data were collected from 4 schools (2 belonging to private and cooperative education in the Lisbon region and two public state schools from the northern region) in a total of 614 students from the 9th and 10th years. Data collection took place in February 2021. The results reveal that the students report mostly negative feelings (sadness, longing, loneliness), with hope and joy standing out, nevertheless, in a list of 10 feelings. There are no significant differences between schools. These data indicate that students experience contradictory and paradoxical feelings, making it necessary to heal the wounds incurred through a pedagogy of listening, care and proximity in order to reconstruct injured bonds.
On February 8, 2021, students returned to online learning, in the home environment, after a 15-day vacation ahead of schedule. In this study we wanted to know how they were experiencing this period of isolation at home and how they evaluated 7 key areas in this remote learning experience: the teaching strategies used by teachers; the pedagogical relationship; relevance, adequacy and fairness of the evaluation; collaboration with colleagues; the environment experienced at home; the predominant feelings; the richness of learning. In this paper we will only analyse the experienced and declared feelings. An open questionnaire was administered through an electronic platform and with the consent and mediation of the principals, data were collected from 4 schools (2 belonging to private and cooperative education in the Lisbon region and two public state schools from the northern region) in a total of 614 students from the 9th and 10th years. Data collection took place in February 2021. The results reveal that the students report mostly negative feelings (sadness, longing, loneliness), with hope and joy standing out, nevertheless, in a list of 10 feelings. There are no significant differences between schools. These data indicate that students experience contradictory and paradoxical feelings, making it necessary to heal the wounds incurred through a pedagogy of listening, care and proximity in order to reconstruct injured bonds.
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Keywords
Ensino remoto Sentimentos Alunos Remote learning Feelings Students