Navegando por Autor "Silva, Valmiran Pires da"

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    O uso das tecnologias no PROEJA: inclusão, exclusão e suas implicações na aprendizagem em tempos de pandemia
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-06) Miguel, Jorge José; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Lira, Iolita Marques de; http://lattes.cnpq.br/1659875045337834
    This paper is a bibliographical study that analyses the teaching-learning process using Digital Information and Communication Technologies (DICT) in integrated technical education for young people and adults (Proeja) during the pandemic. The main objective was to identify studies that verify the impact of remote teaching on this specific audience during the corona virus pandemic (SARS-COVD 2). The research found difficulties in accessing high-speed internet, the restricted use of tablets, notebooks, and mobile phones, as well as issues related to the availability of time to carry out tasks in asynchronous moments and attend synchronous classes. The research methodology included a survey of data in institutional repositories available on the Scielo and Google Scholar platforms produced between 2020 and 2023 on education for young people and adults, with an emphasis on PROEJA, a modality that integrates technical and secondary education in the Federal Institutes of Education, Science and Technology. The main search engines used were EJA, PROEJA, Ensino Remoto, COVID19 + ERE, TDIC’s + Proeja. The study analyzed data relating to the teaching-learning process and inclusion or exclusion, as well as suggestions made by researchers in the field. Thus, improvements were identified in the application of DICTs in youth and adult education in a scenario of government discontinuity and restrictions on public resources for the use of DICTs in public schools. The research found aspects of teaching, mediated by DICTs, in different contexts of difficulties experienced by students and the precariousness of teaching. It concludes that there are possibilities for improvement based on the integration of technologies and an education that is welcoming and participative in everyday decisions.