Complementariedade da carga horária presencial utilizando o ensino remoto no contexto brasileiro

Abstract

Through a Systematic Literature Review (RSL), using the Evidence Platform - Sumarize Module, this work aims to identify how remote teaching can be used as a complement to the in-person teaching workload, in order to enrich the learning of teaching students elementary and secondary education and to improve the quality of student learning. Through this methodology, we adopted a systematic literature review protocol and created search strings to search on digital platforms. As a result, we noticed that more than half of the publications in scientific journals (63.3%) were published in 2021, followed by 2022 (16.7%) and 2020 (16.7%) and finally in 2019 (3.3%).10% (3 articles) presented TDICs (Digital Information and Communication Technologies) that are used to complement face-to-face teaching. 10% (3 articles) presented how TDICs are used to complement face-to-face teaching. Only 1 article showed evidence of the effectiveness of TDICS. Only 2 articles presented which techniques were used by teachers to use remote teaching. Regarding the platforms used for the use of hybrid teaching, only 3 articles were identified, reporting the following platforms: applications for video conferencing (Zoom, Google Hangouts, Skype); Emails; Whatsapp; virtual learning environments – VLE; virtual classrooms (Google Classroom, Google Meet, Google Forms, Google Jamboard, Google Docs, Google Slides), SIGAA, Moodle, in addition to the use of asynchronous tools, such as VLE forums (discussion spaces), electronic mail, questionnaires , spreadsheets, diaries, video lessons, virtual folders (Google Drive, Dropbox, others) and others. We concluded that the answers found were not sufficient to answer all the questions in this research. Which leads us to identify a lack of work/research that can substantiate our research questions and that, possibly, have further studies on the topic of complementary workload for Brazilian schools.