| Full text | |
| Author(s): Show less - |
Jacqueline de Almeida Barbosa Franco
[1]
;
Maximilian Espuny
[2]
;
José Salvador da Motta Reis
;
Gabriel Miranda Monteiro Diogo
[4]
;
Luis Alberto Bertolucci Paes
[5]
;
Ana Carolina Ferreira Costa
[6]
;
Thaís Vieira Nunhes
[7]
;
Luís César Ferreira Motta Barbosa
[8]
;
Andréia Marize Rodrigues
[9]
;
Rosane Aparecida Gomes Battistelle
[10]
;
Otávio José de Oliveira
[11]
Total Authors: 11
|
| Affiliation: Show less - | [1] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[2] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[4] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[5] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[6] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[7] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[8] Centro Federal de Educação Tecnológica Celso Suckow da Fonseca - Brasil
[9] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[10] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
[11] Universidade Estadual Paulista “Júlio de Mesquita Filho” - Brasil
Total Affiliations: 11
|
| Document type: | Journal article |
| Source: | Gestão & Produção; v. 29, 2022-11-14. |
| Abstract | |
Abstract: With the outbreak of social withdrawal due to the pandemic, many countries have undergone drastic transformations in various spheres. In education, face-to-face classes were transformed into distance learning. However, this sudden change caused several problems for students and teachers. Given these events, the purpose of this article was to propose exceptional actions to improve the transition from face-to-face classes to virtual classes. For this, the elements that positively and negatively impacted education in the Covid-19 pandemic were identified in the literature. These elements were then clustered into four strategies, these being: redesign of pedagogical practices, psychological and social support, technological infrastructure in virtual teaching, and school management to cope with the pandemic scenario. The multiple case study method was used, investigating five technical schools located in the state of São Paulo (Brazil). With this, it was possible to propose 10 exceptional actions aimed at the transition from face-to-face classes to virtual classes. The main novelty of this article was the proposition of actions to motivate the school community against the impacts of the pandemic, building memory in its agents, making them more prepared for unexpected events. (AU) | |
| FAPESP's process: | 16/20160-0 - Guidelines for alignment of sustainability with integrated management systems in industrial companies |
| Grantee: | Thaís Vieira Nunhes |
| Support Opportunities: | Scholarships in Brazil - Doctorate (Direct) |
| FAPESP's process: | 19/08750-5 - Challenges and opportunities in using integrated management systems for developing and reporting corporate sustainability |
| Grantee: | Otávio José de Oliveira |
| Support Opportunities: | Regular Research Grants |
| FAPESP's process: | 17/18304-7 - Integrated management system as an element for development of sustainability in industrial companies: an Ibero-American contribution |
| Grantee: | Otávio José de Oliveira |
| Support Opportunities: | Regular Research Grants |