Reflexões sobre o engajamento de estudantes no Ensino Remoto Emergencial

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DOI:

https://doi.org/10.1590/1983-21172021230122

Palavras-chave:

COVID-19, Ensino Remoto Emergencial, Engajamento

Resumo

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.

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Publicado

2021-10-01

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RELATOS DE PESQUISAS / RESEARCH REPORTS