ARTIGO-PARECER: REFLEXÕES SOBRE O ENGAJAMENTO DE ESTUDANTES NO ENSINO REMOTO EMERGENCIAL
REFLECTIONS ON STUDENT ENGAGEMENT IN EMERGENCY REMOTE LEARNING
DOI:
https://doi.org/10.1590/1983-21172021230122Palavras-chave:
COVID-19, Ensino Remoto Emergencial, EngajamentoResumo
Em estudo anterior sobre o engajamento dos estudantes de uma disciplina de Física em uma escola pública federal, reestruturada para o Ensino Remoto Emergencial (ERE) em função da pandemia da COVID-19, foram identificados indícios de engajamento discente nas dimensões cognitivo-comportamental (e.g., participação e compromisso com estratégias de estudo) e emocional (e.g., reações positivas e de identificação com a escola e os temas estudados). A partir das reflexões geradas durante o processo de arbitragem do trabalho mencionado, neste artigo são expandidas duas discussões: diferentes perspectivas teóricas e indicadores do construto engajamento; e fatores que podem influenciar o engajamento dos estudantes no ERE
In a previous study on the students engagement in a physics course in a federal public school, restructured for Emergency Remote Teaching (ERT) due to the COVID-19 pandemic, was pointed out evidences of student engagement in the cognitive-behavioral dimensions (e.g., participation and commitment to study strategies) and emotional (e.g., positive reactions and identification with the school and the themes studied). Based on the reflections risen up during the referee process of the mentioned research, two discussions are expanded in this paper: different theoretical perspectives and indicators of the engagement construct; and factors that can influence student engagement in the ERT.
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