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Desafios e oportunidades gerados pelo ensino remoto de emergência, em período covid- 19, no desempenho dos alunos (nível 4) das escolas de hotelaria e turismo, Turismo de Portugal
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Orientador(es)
Resumo(s)
O impacto causado pela pandemia da COVID-19 foi (É? Será?) de enormes proporções. De
uma infeção numa cidade chinesa, que ninguém conhecia, começámos em poucos meses a
entrar numa nova realidade que alterou radicalmente as nossas vidas. No dia 16 de março de
2020 entrámos no confinamento mais longo que já tivemos em Portugal, e no Mundo, e que só
finalizou em abril de 2021. Duzentos e dezoito dias que alteraram a nossa rotina e que levou à
necessidade de “transportar” todo o sistema educacional para um ensino online, uma espécie
de ensino a distância, apelidado por muitos como um ensino remoto de emergência.
Procura este estudo compreender e identificar os impactos causados pela pandemia e como
se deu a adaptação dos alunos das escolas de Hotelaria e Turismo, nível 4, a uma realidade
de ensino remoto de emergência. Para isso, tem por base um estudo de caso tendo como
instrumento principal de recolha de dados um questionário online, através da plataforma
LimeSurvey, com 36 questões divididas por 6 grupos, ao qual responderam 407 alunos, dentro
de um universo total de 588, durante o período temporal de janeiro a março de 2022. A
população deste estudo foram os alunos de nível 4, segundos e terceiros anos, extensivo às
10 escolas (do total de 12) que disponibilizam o nível mencionado atrás.
É fundamental perceber o impacto da pandemia de COVID-19 sobre a Educação, neste caso
no microcosmo das Escolas de Hotelaria e Turismo do Turismo de Portugal, de modo a
aprendermos com o passado e, assim, encontrarmos novas formas, reformular outras e manter
as demais para, num futuro próximo, estarmos mais capacitados e com as competências
necessárias para um ensino-aprendizagem – presencial, remoto ou misto - mais competente.
Os resultados mostram que a transição para o ensino a distância de emergência foi um enorme
desafio para as escolas e alunos. No entanto, a perceção é de que eles foram capazes de se
adaptar e desenvolver novas habilidades, o que pode levar a uma maior incorporação de
tecnologia e expansão do ensino a distância no futuro. Apesar disso, é importante lembrar as
desigualdades e que nem todos os alunos têm a mesma capacidade de acesso e participação.
As questões iniciais para este estudo de caso foram: Qual o impacto da passagem para ensino
remoto de emergência no desempenho dos alunos (2ºs e 3ºs anos, nível 4) das escolas de
Hotelaria e Turismo do Turismo de Portugal? Quais as dificuldades e desafios que aqueles
alunos enfrentaram no período de ensino remoto? Quais as tecnologias, metodologias e
atividades utilizadas? Que lições e oportunidades podem surgir (e ficar) no regresso a um
ensino “normal/presencial”?
The impact caused by the COVID-19 pandemic has been of enormous proportions. From an infection in a Chinese city that nobody knew about, we quickly entered a new reality that radically altered our lives. On March 16, 2020, we began the longest lockdown ever experienced in Portugal and in the world, which only ended in April 2021. Two hundred and eighteen days that changed our routine and led to the need to “transport” the entire educational system to online teaching, a kind of distance learning, often referred to as emergency remote teaching. This study seeks to understand and identify the impacts caused by the pandemic and how students and schools in Escolas de Hotelaria e Turismo do Turismo de Portugal, level 4, adapted to the reality of emergency remote teaching. For this purpose, it is based on a case study using an online questionnaire as the main data collection instrument, conducted through the LimeSurvey platform, with 36 questions divided into 6 groups. A total of 407 students responded to the questionnaire, out of a total universe of 588, during the period from January to March 2022. The population of this study consisted of second and third-year level 4 students from 10 out of the total of 12 schools that offer the mentioned level. Understanding the impact of the COVID-19 pandemic on education is crucial, in this case, within the microcosm of the Escolas de Hotelaria e Turismo do Turismo de Portugal, in order to learn from the past and find new ways, reformulate others, and maintain the rest to be better prepared in the near future with the necessary skills for more competent face-to-face, remote, or blended learning. The results show that the transition to emergency distance learning was a huge challenge for both schools and students. However, the perception is that they were able to adapt and develop new skills, which may lead to a greater incorporation of technology and expansion of distance learning in the future. Despite this, it is important to remember the inequalities and that not all students have the same ability to access and participate. The initial questions for this case study were: What is the impact of transitioning to emergency remote teaching on the performance of second and third-year level 4 students in the Hotel and Tourism Schools in Portugal? What difficulties and challenges did those students face during the remote teaching period? What technologies, methodologies, and activities were used? What lessons and opportunities can emerge and remain when returning to "normal/presential" teaching?
The impact caused by the COVID-19 pandemic has been of enormous proportions. From an infection in a Chinese city that nobody knew about, we quickly entered a new reality that radically altered our lives. On March 16, 2020, we began the longest lockdown ever experienced in Portugal and in the world, which only ended in April 2021. Two hundred and eighteen days that changed our routine and led to the need to “transport” the entire educational system to online teaching, a kind of distance learning, often referred to as emergency remote teaching. This study seeks to understand and identify the impacts caused by the pandemic and how students and schools in Escolas de Hotelaria e Turismo do Turismo de Portugal, level 4, adapted to the reality of emergency remote teaching. For this purpose, it is based on a case study using an online questionnaire as the main data collection instrument, conducted through the LimeSurvey platform, with 36 questions divided into 6 groups. A total of 407 students responded to the questionnaire, out of a total universe of 588, during the period from January to March 2022. The population of this study consisted of second and third-year level 4 students from 10 out of the total of 12 schools that offer the mentioned level. Understanding the impact of the COVID-19 pandemic on education is crucial, in this case, within the microcosm of the Escolas de Hotelaria e Turismo do Turismo de Portugal, in order to learn from the past and find new ways, reformulate others, and maintain the rest to be better prepared in the near future with the necessary skills for more competent face-to-face, remote, or blended learning. The results show that the transition to emergency distance learning was a huge challenge for both schools and students. However, the perception is that they were able to adapt and develop new skills, which may lead to a greater incorporation of technology and expansion of distance learning in the future. Despite this, it is important to remember the inequalities and that not all students have the same ability to access and participate. The initial questions for this case study were: What is the impact of transitioning to emergency remote teaching on the performance of second and third-year level 4 students in the Hotel and Tourism Schools in Portugal? What difficulties and challenges did those students face during the remote teaching period? What technologies, methodologies, and activities were used? What lessons and opportunities can emerge and remain when returning to "normal/presential" teaching?
Descrição
Palavras-chave
Educação COVID-19 Ensino remoto de emergência Aprendizagem ensino a distância ensino profissional