Banca de QUALIFICAÇÃO: ELIANE VANDERLEI FERREIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIANE VANDERLEI FERREIRA
DATE: 02/02/2023
TIME: 14:00
LOCAL: Link de sala virtual
TITLE:

Teaching in the COVID-19 pandemic and metacognition: challenges and adaptations of teachers in the Early Childhood Education

KEY WORDS:

Teaching; Covid-19; Metacognition; Early Childhood Education; Metacognitive experiences

PAGES: 65
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The Covid-19 pandemic, in a sudden way, changed the form of school relationships, breaking up daily meetings between teachers and students. This disruption undoubtedly affects the teaching and learning process, even more so in early childhood education, where coexistence and affection are very important. In order to seek to understand the processes elaborated by the teachers, exploring the awareness of the unfolding to face the virtual teaching carried out and to deal with the students' desires, the metacognitive approach was a chosen path. Thus, the present study is based on the metacognition studies by John Flavell and its affective aspects by Anastasia Efklides, aiming to investigate how the COVID-19 pandemic affected the relationships of early childhood education and the possible personal and professional transformations of the teacher from the changes in school dynamics. To this end, a qualitative research approach was adopted as a methodology and a Focal Group as a data collection technique with the participation of 6 (six) preschool teachers from the public network who worked in the years 2020 and 2021. data was performed under Discursive Textual Analysis proposed by Roque Moraes and Maria do Carmo Galiazzi, which after treatment, organization and interpretation generated the following categories: Relationship between technology and teacher training; Challenges and learning; Feelings and affections: it wasn't just about teaching, it was also about me – the teacher; and the relationship between the lack of contact and maintenance of affection during virtual teaching. The results showed that, in order to guarantee teaching during the Covid-19 pandemic, the teachers, in addition to using and evaluating their own knowledge repertoire, also needed to acquire new knowledge from various metacognitive experiences, including both cognitive aspects and specific tasks of knowledge and learning judgments regarding affective aspects, specifically feelings of difficulty, estimating effort and correcting solutions, as unpredictability and little mastery of digital resources brought with them challenges to be overcome, especially for a new didactic configuration of teaching.

BANKING MEMBERS:
Presidente - 365.994.988-41 - WELINGTON FRANCISCO - UFG
Interno(a) - 1348700 - TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
Externo(a) à Instituição - CLECI TERESINHA WERNER DA ROSA - UPF