Revisão sistemática sobre evidências de boas e más práticas no contexto do ensino remoto emergencial (ERE)

Abstract

Emergency remote teaching was the name given to the period of adaptation from face-to-face teaching to a teaching modality that used mostly information technology for the development of educational activities that needed to be continued during the COVID-19 pandemic, due to the urgency and need for social distancing to protect public health. This work presents a systematic review of the literature on the evidence of good and bad practices that were scientifically evidenced during the aforementioned period. As a result of the initial searches, 165 articles were found and after the removal of duplicate articles and with the application of the study selection, inclusion and exclusion criteria and quality analysis, 33 articles were valid for this work. In the results found after the research question, it was evident that the main practices are based on improving the basic infrastructure (54.54%) for students to have stable access to teaching platforms and it was also quite evident that there is a need for digital literacy for teachers and students, as many reports were classified as negative during the period due to the lack of preparation of teachers and students (24.24%) to deal with the available information technology. It was clear that the communication platforms, Google Meet (54.54%), Whatsapp (33.33%) and Zoom (36.36%) were essential to maintain frequent contact between teachers and students. The facts elucidated above aim to bring to future researchers information that is important in a future transition from face-to-face teaching to remote teaching and also the reformulation of curricular matrices, seeking to make information technology increasingly present in the daily lives of students, teachers and researchers.