Remote education in the age of ubiquito computing: comparative analysis of the educational processes of Brazilian and German university students in times of COVID-19

• Grant number: 21/07194-1
• Support Opportunities: Regular Research Grants
• Duration: March 01, 2022 - February 29, 2024
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Antônio Alvaro Soares Zuin
• Grantee: Antônio Alvaro Soares Zuin
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Associated researchers: Luiz Antonio Calmon Nabuco Lastória ; Luiz Roberto Gomes ; Merle Hummrich

Abstract

In view of the global framework of the COVID-19 pandemic, and the dissemination of teaching and learning practices related to emergency non-presential teaching (ENPE), there is a strong cultural and social impact on the relations established between educators and students, especially in the aspects concerning the relationship between pedagogical authority and technological authority, the psychological suffering engendered in this situation of prevalence of remote education and the possibilities of achieving a digital citizenship conceived by educational agents involved in teaching and learning at a distance. This project aims to investigate the formative processes of Brazilian and German university students, from Pedagogy and Computer Science courses in both countries, during the COVID-19 pandemic through comparative analysis. The research is justified insofar as, in principle, there would be quantitative (in terms of hours of use of digital technologies) and qualitative (the curriculum and the relationship developed with teachers through the use of digital devices) between the two countries. At first, we will use a Likert-type scale to assess different aspects involved in the training of students. In a second moment, semi-structured interviews will be carried out in order to deepen the analysis of the results obtained through the use of objective hermeneutics as an appropriate interpretive method for empirical analyzes in the context of research in education. (AU)