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This article aimed to describe the experience of one pedagogical supporting during COVID-19 pandemic, from the perspective of school managers at IFSULDEMINAS - Muzambinho Campus. The Education Design Research (EDR) methodological approach was used due to (i) modeling of the proposal; (ii) communication and information management; (iii) regulation and guidance; and (iv) monitoring the permanence and success of students. The study took place during the 2020 and 2021 school years. As a result, it was observed that the proposed model favored the positive reports achieved, which are due to the intertwined involvement of the pedagogical, human and Information and Communication Technologies (ICT) aspects. This experience will surely leave deep pedagogical, administrative and life scars. We intend to apply all pandemic learning in a context of "new normal", but a "new normal, really new". [ABSTRACT FROM AUTHOR]

The study aimed to analyze the teacher's knowledge and practices mobilized in Dentistry teaching to implement emergency remote teaching. This is an exploratory case study with a qualitative approach, carried out through interviews with professors and, in addition, field observation and document analysis. Based on Bardin's content analysis, according to the theoretical framework, mainly by Tardif, about teacher knowledge and authors who address incorporating technologies in health education. The results show the influence of life trajectory, professional training, and performance in forming teacher knowledge. Highlights the importance of exercise to broaden the visions towards constructing practices that are more dialogical, participatory, and contextualized to social reality, directing training towards a more generalist, ethical, humanistic, and social transformation perspective, as demand national curriculum guidelines. [ABSTRACT FROM AUTHOR]

The text publicizes the results of an action-research project approved by the State University of Mato Grosso with the objective of identifying, studying and analyzing the learning problems of students enrolled in the Early Years of Elementary Education in public schools in Juara/MT, who joined the Institutional Program of Scholarships for Teaching Initiation (ID) (CAPES/02/2020), as well as providing theoretical and practical deepening to scholarship holders for Teaching Initiation. Using a qualitative approach, with an action-research bias, among the methodological procedures, activities carried out by 32 ID fellows, 4 supervisors and 2 area coordinators, including planning preparations, teaching resources, monthly reports and participation in remote classes were included with students in the Early Years of Basic Education and in monthly training meetings. The profiles involved understanded the multidimensionality of teaching, and the importance of initial teacher training taking place based on the school's real confrontations. [ABSTRACT FROM AUTHOR]

This study investigated the evidence of validity of the adaptation to the pandemic reality of the Academic Experience Satisfaction Questionnaire (QSEA-R). A total of 365 students enrolled in the Emergency Remote Teaching (ERE) of higher education courses at Instituto Federal de Alagoas participated in the quantitative approach study. The results confirmed the metric qualities in terms of validity of the internal structure and reliability of the questionnaire. The COVID-19 pandemic intensified inequalities and aggravated the condition of social vulnerability of students who, despite reporting an unsatisfactory digital infrastructure for remote study, evaluated the adoption of the ERE as positive, believed in the integration of experiences lived in the pandemic context and expressed positive prospects for employability and professional success. It was concluded that the QSEA-R represents an important instrument for predicting academic (dis)satisfaction, thus contributing to the evaluation of institutional efficacy. [ABSTRACT FROM AUTHOR]

Covid-19 pandemics has been affecting the educational systems and the universities, intervening in the organization of academic work in the undergraduate courses. In the context, Emergency Remote Teaching (ERT) has been adopted by the universities in order to minimize the losses on the teaching-learning process in the period of social isolation. Given that fact, this paper presents results of a research that aimed at analysing the teaching of didactics, in the period of social isolation, problematizing challenges, tensions and possibilities in face of the pedagogical work mediated by digital technology in the context of the pandemics. Regarding methodology, it if an exploratory study of quantitative and qualitative approach. The results indicated absence of effective interaction between students and teaches, caused by the lack of material conditions and by the limited access to quality internet. The students highlighted still the importance of presence teaching to preserve the quality of the teachinglearning process at the university. [ABSTRACT FROM AUTHOR]

Coronavirus's spread forced educational authorities to implement emergency measures to combat the discontinuity of learning and spread the virus. In this sense, most institutions of higher education in the world are adopting emergency remote education. Based on the sudden changes and challenges in this context, this paper aimed to identify important factors for this remote learning process. For that, a quantitative study for explanatory purposes was employed. The research question was investigated through a factorial experiment, carried out with 1069 undergraduate students from a Brazilian university through an online instrument. Analysis of variance was used to assess the effect of factors on student learning during the remote period. Findings reveal direct lessons contribute more to students' learning, regardless of other factors. Also, there is a preference for group work dynamics and the Google Meet platform. Such preferences are higher for hard-science students. Results may guide university managers towards implementing the most favorable learning practices in a remote learning situation. Besides, they may help develop strategies for creating resilient and sustainable educational models based on practices that enhance students' learning. [ABSTRACT FROM AUTHOR]