ENSINO REMOTO EMERGENCIAL NA EDUCAÇÃO SUPERIOR:  UMA REFLEXÃO BASEADA EM PAULO FREIRE

Lucas Socoloski Gudolle; Alessandra Blando; Sérgio Roberto Kieling Franco

doi:10.5216/ia.v46ied.especial.68422

EMERGENT REMOTE TEACHING IN HIGHER EDUCATION: A REFLECTION BASED ON PAULO FREIRE

Authors

Lucas Socoloski Gudolle Instituto Federal de Educação, Ciência e Tecnologia de Roraima (IFRR) Campus Avançado Bonfim, Roraima, Brasil, lucas.gudolle@ifrr.edu.br https://orcid.org/0000-0002-6037-1116
Alessandra Blando Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brasil, blando_ale@hotmail.com https://orcid.org/0000-0001-5256-5984
Sérgio Roberto Kieling Franco Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brasil, srkfranco@gmail.com https://orcid.org/0000-0002-1221-1310

DOI:

https://doi.org/10.5216/ia.v46ied.especial.68422

Abstract

This essay sought to problematize emergency remote education in the context of higher education during the COVID-19 pandemic. To this end, it started with the concept of banking education and the concept of problematizing education proposed by Paulo Freire, in his main work Pedagogy of the oppressed. Questions about emergency remote education are also presented as a traditional practice that continues to perpetuate, despite the use of the Information and Communication Technology (ICT). At the end, the possible difficulties faced by teachers and students in this transition from classroom teaching to emergency remote teaching are addressed.

KEYWORDS: Emergency Remote Education. Pandemic. Banking Education. Problematizing Education.

Downloads

Download data is not yet available.

Author Biographies

Lucas Socoloski Gudolle, Instituto Federal de Educação, Ciência e Tecnologia de Roraima (IFRR) Campus Avançado Bonfim, Roraima, Brasil, lucas.gudolle@ifrr.edu.br

Doutorando em Informática na Educação na Universidade Federal do Rio Grande do Sul (PGIE-UFRGS) e bolsista CAPES. Mestre em Administração com ênfase em Recursos Humanos (PPGA-UFRGS). Professor EBTT 40h Dedicação Exclusiva no Instituto Federal de Roraima (IFRR) no Campus Avançado Bonfim. Bacharel em Administração.

Alessandra Blando, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brasil, blando_ale@hotmail.com

Doutoranda do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS). Mestra em Educação (UFRGS). Técnica em assuntos educacionais na Universidade Federal do Rio Grande do Sul. Licenciatura em Pedagogia.

Sérgio Roberto Kieling Franco, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brasil, srkfranco@gmail.com

Doutor em Educação pela Universidade Federal do Rio Grande do Sul. Professor Titular da Universidade Federal do Rio Grande do Sul (UFRGS). Coordenador do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS).

Downloads

PDF (Português (Brasil))

Published

2021-10-05

How to Cite

GUDOLLE, L. S.; BLANDO, A.; FRANCO, S. R. K. EMERGENT REMOTE TEACHING IN HIGHER EDUCATION: A REFLECTION BASED ON PAULO FREIRE. Journal Inter-Ação, Goiânia, v. 46, n. ed.especial, p. 1178–1189, 2021. DOI: 10.5216/ia.v46ied.especial.68422. Disponível em: https://revistas.ufg.br/interacao/article/view/68422. Acesso em: 20 dec. 2024.

Download Citation

Issue

Vol. 46 No. ed.especial (2021): Paulo Freire - 100 years: faces of a humanizing praxis

Section

Dossier Articles

License

Inter-Ação uses the Creative Commons Attribution 4.0 License for Open Access Journals (Open Archives Initiative - OAI) as the basis for the transfer of rights. Open access means making documents available on the Internet free of charge, so that users can read, download, copy, distribute, print, search, or link to the full text of documents, process them for indexing, use them as input data for software programs, or use them for any other lawful purpose, without financial, legal, or technical barriers.

Authors publishing in this journal agree to the following conditions:

1) Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits redistribution of the work with attribution and first publication in this journal.

2) Authors are permitted to enter into additional, separate agreements for non-exclusive distribution of the version of the work published in this journal (e.g., for publication in an institutional repository or as a book chapter), with attribution and first publication in this journal.

3) Authors are permitted and encouraged to publish and distribute their work online (e.g. in institutional repositories or on their home page) at any time before or during the editorial process, as this may generate productive changes as well as increase the impact and citation of the published work.