Ações de permanência e êxito no Curso Técnico em Comércio-EJA/EPT do campus Júlio de Castilhos durante o ensino remoto emergencial e no período pós-pandemia

Abstract

The Covid-19 pandemic has brought about a new scenario for education, thus educational institutions have been forced to replace face-to-face teaching with emergency remote teaching. This recent paradigm shift has been accompanied by many difficulties, with a high dropout rate being observed. Therefore, this research, which is part of the research line Educational Practices in Professional and Technological Education of the Professional Master's Program in Professional and Technological Education (PROFEPT), aimed to recognize the actions of persistence and success during remote teaching in the Technical Course in Commerce-EJA/EPT at the Júlio de Castilhos campus, to verify the number of students who remained in the course during this period, to investigate the difficulties they encountered during remote teaching, to identify the strategies used by the institution for persistence and success, and to verify if these strategies were effective for the persistence and success of students during the pandemic. The information gathered served to improve the program and to develop a guide with information about the experienced period and the practical actions implemented by the institution, as well as to bring actions that could be maintained in face-to-face teaching. The methodological approach was qualitative. Initially, documentary and bibliographic research was carried out, and as a data collection method, a questionnaire was applied to profile the students who attended the course during the pandemic, as well as a questionnaire for the classes that experienced remote teaching in the years 2020 and 2021, and, finally, a questionnaire for the groups that experienced remote teaching and returned to face-to-face teaching in 2022. Reflexive Analysis was used for data analysis, and in summary, the results of the questionnaires showed that the main categories that emerged regarding persistence and success during and after the pandemic were: Differences between Remote and Face-to-Face Teaching, Actions in Remote Teaching, Desired Actions in Face-to-Face Teaching, and Contributions to persistence and success. Thus, it was concluded that the actions of persistence and success were important during remote teaching and that many could continue in face-to-face teaching, including a hybrid approach in education that combines the best of both worlds: the flexibility and accessibility of remote teaching with the interaction and experience of face-to-face teaching.