Formação docente para as tecnologias digitais em tempos de pandemia: um estudo de caso na UFRB

Abstract

With the emergence of the COVID-19 pandemic, most face-to-face classes across the globe were thrown into virtual learning environments (VLE). However, research carried out with teachers at all levels of education in Brazil and around the world already pointed to weaknesses in teachers' competence and digital fluency. Given this context, the objective of this study was to analyze the effectiveness of the Extension Program Training in Digital Technologies for the UFRB Community, offered to the institution's professors, during the period of the COVID-19 pandemic. The study is presented in the format of a multipaper dissertation, contemplating 3 (three) scientific articles, culminating in the proposition of an educational product. This study is inspired by the method of virtual ethnography, classifying itself as a research with a mixed approach, that is, quali-quantitative, of an exploratory, descriptive nature, operationalized through the methodological strategy of documentary research and case study, having field of research at the Federal University of Recôncavo da Bahia (UFRB). As instruments for data production, documentary research carried out within the scope of UFRB was used,contemplating a survey of teacher training actions and affirmative actions to face COVID-19 carried out by the institution, reaching the proposed objectives when discussing relevant aspects of training teachers for digital technologies, helping to expand their skills and digital fluency and promoting digital inclusion actions.In addition, as a data production device, the use of the instrument for the effectiveness of professional training offered in distance learning courses, that is, an online questionnaire sent to more than 271 teachers enrolled in the 6 courses that participated in the institution's training program , being answered by 71 teachers. As a criterion for content analysis in the open questions of the questionnaire, Bardin's method of content analysis was used, and descriptive statistics were used for data tabulations. The results of the research revealed effectiveness in teacher training after taking the course(s) of the Extension Program Training in Digital Technologies for the UFRB Community, showing that 67 (96%) of the respondents put into practice what was addressed in( s) course(s). Considering the formative gaps pointed out by the participants, this study contemplates, as a proposal for an educational product, a Teaching Plan for the realization of an extension course on the theme of evaluating online learning, which will be presented separately. We conclude that it is urgent to continue and expand the offer continuing education programs for all teachers, bearing in mind the importance that emerging technologies occupy today in the challenging educational scenario.