A prática docente frente à COVID-19: experiências políticas emergenciais no Equador e na Espanha
DOI:
https://doi.org/10.14244/198271996126Palavras-chave:
Práticas pedagógicas, Ambientes educativos, COVID-19, Educação.Resumo
O surgimento da COVID-19 na vida cotidiana foi uma transformação sem precedentes nas formas de relacionamento em nível global, o que afetou significativamente a educação. Este artigo caracteriza as adaptações pedagógicas feitas por professores e gerentes durante as etapas de confinamento e semi-presença, com o objetivo de analisar sua viabilidade em contextos de "nova normalidade". Para responder a este objetivo, foram realizadas pesquisas qualitativas com 20 professores e gerentes de instituições de ensino primário e secundário no Equador e na Espanha. Através de entrevistas semi-estruturadas e aprofundadas, este trabalho explora os problemas e soluções implantadas pelos professores e gestores, investigando também como a diversidade de percepções sobre a prática tem sido modulada de acordo com critérios como anos de experiência de ensino, competência digital dos professores, regime de financiamento da instituição, disponibilidade de recursos e acesso a planos de treinamento nos centros. O artigo mostra como, no caso da Espanha, o retorno ao "novo normal" significou um retorno às práticas centradas no professor e a apresentação magistral dos conteúdos, incorporando o apoio ocasional das plataformas digitais. Por sua vez, o texto mostra como no Equador há uma maior predisposição para o desenvolvimento de estratégias flexíveis, embora isto seja limitado pela própria capacidade orçamentária das escolas para expandir a infra-estrutura necessária para garantir modalidades híbridas.
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