In face of the current educational context imposed by the COVID-19 pandemic, it is necessary to reinvent educational practices amid adversities. Thus, a new educational context emerged, and teaching methodologies needed to adapt to a new configuration. This study aimed to investigate the perception of students from two schools, one public and one private, about the development of remote classes and the possibility of using active methodologies. The methodological basis of this research is qualitative, exploratory, and descriptive. Also, an online questionnaire was used as a data collection instrument. The study pointed out that internet connection is the most unfavorable factor for the development of remote classes. On the other hand, convenience and security are the most positive aspects of this type of teaching. In order to make learning more meaningful, it is important to use active methodologies in remote classes, placing the students at the center of the teaching-learning process, so that they can act and reflect on their actions.

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Um novo contexto, uma nova forma de ensinar: metodologias ativas em aulas remotas

OBJECTIVE
To analyze normative acts on coping with COVID-19 in the teaching environment, sanctioned by the state and federal governments of Brazil.


METHODS
Documentary research, with a qualitative approach to documents published by federal and state education and health bodies between March/2020 and March/2021, analyzed according to Bardin's Document Analysis framework.


RESULTS
From 61 documents, four categories resulted: Acts and strategies to protect against COVID19 adopted by the federal government; Normative acts of state governments on suspension of classes; Strategies to protect against COVID-19 in the teaching environment common among Brazilian states; Strategies to protect against COVID-19 in the teaching environment specific to Brazilian states.


FINAL CONSIDERATIONS
The normative acts analyzed present weaknesses regarding the clarification on how to establish the systematization of COVID-19 surveillance actions in the teaching environment, as well as there is a lack of reflections on the importance of such actions.

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Official COVID-19 coping strategies in educational institutions.

Transmission of knowledge in Brazilian universities has been largely shaped by a Xerox culture of rapid reproduction of text, one that sits suspended between the print book and the Internet. The 2020 coronavirus pandemic disrupted the use of established means of communication in Brazilian undergraduate classrooms and forced higher education institutions to confront their concepts of education. Many Brazilian public universities stopped classes altogether and only resumed them online by mid-2020 or even later in the year, after much deliberation. This research examines how university officials responded to the new demand to implement remote teaching in their institutional and communicative contexts. Analyzing the very rich public and official statements produced by a set of prestigious Brazilian universities, this research reveals the ways in which the quarantine both challenged and mobilized the deepest values of the country’s higher education institutions. The goal of this research is to understand how a rigid communication culture, in which the values and histories of the institutions are crystalized, made adaptation to new teaching conditions very difficult. It presents a fascinating case where knowledge, media and institutional culture intersect in a moment of crisis.

From Xerox to Zoom: Brazilian universities during the coronavirus pandemic

--- A documentary review was carried out on the production and publication of research papers on the study of the Distance Education variable during the Pandemic in Latin America. The purpose of the bibliometric analysis proposed in this document is to know the main characteristics of the volume of publications registered in Scopus database during the period 2020-2021 in Latin American countries, achieving the identification of 220 publications. The information provided by this platform was organized by means of tables and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, the position of different authors regarding the proposed topic was referenced by means of a qualitative analysis. Among the main findings of this research, it is found that Brazil, with 104 publications, was the Latin American country with the highest scientific production. Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of Distance Education during the Covid-19 pandemic was Social Sciences with 100 published documents, and the Type of Publication that was most used during the period indicated above was the Journal Article, representing 66% of the total scientific production.

Distance Education During the Pandemic: Short-Term Perspectives Distribution of scientific production by year of publication Distribution of scientific production by country of origin

Learning objectives designate what students should be able to do to transform their social reality. Evidence shows tertiary education teachers usually do not know how to propose meaningful learning objectives. The aim of this study was to evaluate the effectiveness of a MOOC to teach how to formulate relevant learning objectives. This study has measured participant’s retention, performance on the topic, satisfaction and learning perception. A pilot version of this course was made available for 40 days. Out of the 176 participants enrolled, 60.8% completed the course. The average score in the initial test was 5.71, while in the final test was 8.67. 91% of the participants evaluated the course positively. Considering the high retention rate, the proficient performance at the end of the course, and the positive evaluation by participants, it was concluded that the MOOC was effective.

https://publications.ascilite.org/index.php/APUB/article/download/130/231

Teaching teachers to propose meaningful learning objectives: A MOOC case study

Higher Education institutions around the world were affected by the COVID-19 pandemic. The extension of social distancing measures requires an adaptation from the on-site to the remote teaching format. This demands planning, as well as taking into account the conditions of both teachers and students. In this article, we propose guidelines to lead the work of university managers when assessing the difficulties and restrictions imposed by the emergency situation caused by the pandemic, as well as dealing with them, in order to promote viable and safe working and pedagogical conditions to teachers and students. Such guidelines are based on a Higher Education conception oriented to the development of professional performance (as opposed to the transmission of educational content). They are, also, based on variables that interfere in the educational process. © 2020, Centro de Estudos Educacao e Sociedade - CEDES. All rights reserved.

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G. G. de Luca

Papers

Higher education in the times of pandemic: University management guidelines