Learning remotely: between the dimensions and the experiences of a course in the modality of distance during the pandemic

Authors

DOI:

https://doi.org/10.53628/emrede.v8i2.786

Keywords:

Emergency Remote Teaching. Experience. Visual arts.

Abstract

This article shares the learning built during the Emergency Remote Teaching, academic year 2020, in the Degree in Visual Arts ‒ Distance Modality at FAV-UFG, offered via the CAPES/UAB Program. From the participants observation, the impacts caused in the institutional, pedagogical and socio-cultural dimensions, in the course referred, during the period of suspension of in-person moments will be presented. Also, it seeks to present the limitations in the field of belonging; the differentiation of student access and permanence in the field of rights; the distancing of the academic community from the offer of courses in the distance modality; the reconfiguration of the supervised internship, and its didactic-pedagogical actions, with the expansion of a system of dialogue, and the reconfiguration of the use of technologies in the academic environment. From the points mentioned, we can see the necessity of institutionalizing distance modality.

 

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Noeli Batista dos Santos, Universidade Federal do Goiás (UFG), Goiânia, Goiás, Brasil, noeli_batista@ufg.br

PhD in Education from the University of Brasilia. PhD in Digital Media-Art from the Open University of Portugal and University of Algarve. Master in Visual Culture from the Federal University of Goiás. Degree in Visual Arts and BA in Graphic Design. She is an Adjunct Professor at the Faculty of Visual Arts at UFG. She works in Visual Arts Licentiate courses (on-site and distance mode). She researches teacher training processes at the confluence of media-art, education, communication and technologies.

Valéria Fabiane Cabral, Universidade Federal de Goiás (UFG), Goiânia, Goiás, Brasil, valeriafabiane@ufg.br

She has a degree in Arts, a degree in Visual Arts from the Federal University of Goiás, a Master in Visual Culture from the Federal University of Goiás (UFG), a PhD in Art and Visual Culture from the Postgraduate Program in Art and Visual Culture (UFG). From 2009 to 2016 she taught courses in the distance modality of the UAB, Pró-Licenciatura and PARFOR programs in the Visual Arts Degree course at FAV / UFG. She is currently an assistant professor at the Faculty of Visual Arts (UFG) working in the disciplines of Supervised Internship. She is the general coordinator of the Extension and Culture Program of the Faculty of Visual Arts (FAV) of the Federal University of Goiás (UFG): Art at the Polo School Goiás. She has experience in the area of Visual Arts researching the following topics: art teaching, teacher training and distance education.

References

AANDRÉ, M. E. D. A. Etnografia da prática escolar. Campinas, SP: Papirus, 2004.

BONDÍA, J. L. Experiência e alteridade em educação. Reflexão e Ação, Santa Cruz do Sul, v. 19, n. 2, p. 04-27, jul./dez. 2011. Disponível em: https://online.unisc.br/seer/index.php/reflex/article/view/2444. Acesso em: set. 2021.

BONDÍA, J. L. Notas sobre a experiência e o saber de experiência. Rev. Bras. Educ. [online], n. 19, p. 20-28, 2002. Disponível em: http://www.scielo.br/scielo.php?pid=S1413-24782002000100003&script=sci_abstract&tlng=pt. Acesso em: 29 set. 2021.

HILSDORF, M. L. S. O aparecimento da escola moderna: uma história ilustrada. Belo Horizonte: Autêntica, 2006.

TEIXEIRA, A. Educação como reconstrução da Experiência. In: DEWEY, J. Vida e Educação. São Paulo: Edições Melhoramentos, 1973.

UNIVERSIDADE FEDERAL DE GOIÁS (UFG). Conselho Universitário. Resolução nº 18/2020, de 27 de março de 2020. Dispõe sobre a suspensão, por tempo indeterminado, dos calendários acadêmicos 2020 do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE), dos cursos de graduação e de pós-graduação da Universidade Federal de Goiás (UFG), e dá outras providências. Goiânia: CONSUNI, 2020. Disponível em: https://sistemas.ufg.br/consultas_publicas/resolucoes/arquivos/Resolucao_CONSUNI_2020_0018.pdf. Acesso em: 29 set. 2021.

YIN, R. K. Pesquisa Qualitativa do Início ao Fim. Porto Alegre: Penso, 2016.

Capa da revista com o logotipo da EmRede no topo, seguida do título dessa edição: a educação em rede e a inovação responsáveis em tempos de pandemia. Indicação do volume 8, número 2 de 2021.

Downloads

Published

2021-12-30

How to Cite

Santos, N. B. dos, & Cabral, V. F. (2021). Learning remotely: between the dimensions and the experiences of a course in the modality of distance during the pandemic. EmRede - Distance Education Journal, 8(2), 1–15. https://doi.org/10.53628/emrede.v8i2.786

Issue

Vol. 8 No. 2 (2021): A educação em rede e a inovação responsáveis em tempos de pandemia

Section

Dossiê A educação em rede e a inovação responsáveis em tempos de pandemia

License

Copyright (c) 2021 Valéria Fabiane Cabral, Noeli Batista dos Santos

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

By submitting an article to EmRede Journal and having it approved, the authors agree to transfer, without remuneration, the following rights to EmRede: the rights of first publication and the permission for EmRede to redistribute this article and its metadata to indexing and reference that its editors deem appropriate. By virtue of appearing in this public access magazine, the articles are free to use by the authors, with attributions that allow distribution, remix, adaptation and creation based on your work, even for commercial purposes, as long as due credit is given for the original creation to EmRede Journal.

Creative Commons License - Attribution 4.0 International (CC-BY).