Challenges for teaching Administration and Accounting in the context of Emergency Remote Teaching (ERT): overcoming barriers and  advancing in learning

Josué de Lima  Carvalho; Ludimilla Dayara Peleja Azevedo; Tania Suely Azevedo Brasileiro

doi:10.5212/OlharProfr.v.26.21966.074

PDF ES (Português (Brasil))

Published: Dec 27, 2023

DOI: https://doi.org/10.5212/OlharProfr.v.26.21966.074

Keywords:

Ensino Remoto Emergencial (ERE). , COVID-19, Formação Docente. , Educação Superior.

Me. Josué de Lima Carvalho

Universidade Federal Rural da Amazônia - UFRA

https://orcid.org/0000-0003-0946-9078

Me. Ludimilla Dayara Peleja Azevedo

Universidad Federal del Oeste de Pará - UFOPA

https://orcid.org/0009-0001-2036-3859

Dra. Tania Suely Azevedo Brasileiro

Universidad Federal del Oeste de Pará - UFOPA

https://orcid.org/0000-0002-8423-4466

Abstract

Este estudo teve como objetivo verificar e explicitar os principais desafios enfrentados pelos professores dos cursos de Administração e Ciências Contábeis nas instituições de ensino na região metropolitana de Belém, durante a implementação e manutenção do ensino remoto emergencial (ERE) em meio à pandemia. Entre os resultados das entrevistas, os docentes relataram um maior tempo gasto na preparação das aulas, nem sempre recebendo uma contrapartida satisfatória. Também reconheceram que há uma certa perda na aprendizagem dos alunos, influenciada pelo contexto socioeconômico dos estudantes, o que se alinha com a literatura existente. Ao serem questionados sobre as disciplinas que apresentam mais dificuldades no modelo de ensino remoto emergencial (ERE), destacaram as disciplinas práticas e aquelas relacionadas ao cálculo. Sugere-se a realização de estudos adicionais para compreender as limitações, desafios e possibilidades do modelo de ensino híbrido, que visa substituir o ensino remoto, a fim de responder às lacunas ainda em aberto.

Metrics

Metrics Loading ...

How to Cite

CARVALHO, J. de L. .; AZEVEDO, L. D. P.; BRASILEIRO, T. S. A. Desafios para o ensino da Administração e da Ciência Contábil no contexto do Ensino Remoto Emergencial (ERE): superando as barreiras e avançando no aprendizado. Olhar de Professor, [S. l.], v. 26, p. 1–26, 2023. DOI: 10.5212/OlharProfr.v.26.21966.074. Disponível em: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/21966. Acesso em: 15 may. 2024.

Issue

Vol. 26 (2023): Continuous Publication

Section

Artigos em fluxo contínuo

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author Biographies

Me. Josué de Lima Carvalho, Universidade Federal Rural da Amazônia - UFRA

Master's degree in Society, Environment, and Quality of Life (PPGSAQ/UFOPA), Master's degree in Accounting (PPGC/UFSC), and currently a doctoral student in Sustainable Development in the Humid Tropics (PPGDSTU/UFPA), with a bachelor's degree in Accounting. Teacher at Unama, substitute professor at UFRA.

Me. Ludimilla Dayara Peleja Azevedo, Universidad Federal del Oeste de Pará - UFOPA

She has a Bachelor's degree in Nursing from Faculdades Integradas do Tapajós (2006), a Bachelor's degree in Law from the Federal University of Western Pará (2014), and a Specialization in Public Sector Administration (2019) from Faculdade Futura. She holds a Master's degree in Society, Environment, and Quality of Life (PPGSAQ/UFOPA). She worked as a nurse in the Family Health Program and coordinated the Community Health Agents Program for the Municipal Government of Altamira. She was a professor at the Professional Nursing Center (CEPROEN - Altamira). She worked as a teacher and internship instructor in modules such as collective health, women's health, nursing pharmacology, and applied nursing methodology in the Professionalization Project for Nursing Workers - PROFAE (2008; 2009). She was a nurse in the Family Health Program and a shift nurse at the 24-hour Health Center in Santarenzinho for the Municipal Government of Santarém. She is currently an administrative technician at the Federal University of Western Pará.

Dra. Tania Suely Azevedo Brasileiro, Universidad Federal del Oeste de Pará - UFOPA

Post-doctorate in Psychology from the Institute of Psychology at the University of São Paulo (USP, 2008/2009), with Post-doctoral Internship at the Vygotsky Chair of the Faculty of Psychology at the University of La Havana - Cuba (2009). PhD in Education - Universidad Rovira i Virgili/Spain (2002) - revalidated at the Faculty of Education at USP, Master's degree in Human Movement Pedagogy from Gama Filho University (1992) and Master's degree in Educational Technology - Universidad Rovira i Virgili (2001). Specialization in Sports Medicine and Sports Biotechnology - Federal University of Juiz de Fora (1980), Specialization in Higher Education Didactics since 1985 - Gama Filho University/RJ, Specialization in Health Services Administration - UNAERP/SP (1994). Graduated in Psychology from the Federal University of Rondônia (1997), Licensed in Psychology from the Federal University of Rondônia (1996), Graduated in Physical Education, Recreation, and Games from the Federal University of Juiz de Fora/MG (1978), Graduated in Pedagogy - Faculdades Integradas de Ariquemes (2004). She was a professor at the Federal University of Rondônia (UNIR) for approximately 20 years, working as a researcher, leader of the PRAXIS research group, certified by CNPq since 2004, Coordinator of LABMIDIA - Didactic Pedagogical Multimedia Laboratory, approved project since 1997. She implemented the Graduate Program in Education - Academic Master's in Education at the Federal University of Rondônia in 2009, serving as Coordinator until 2012, when she was redistributed at the invitation of the Federal University of Western Pará (UFOPA). She is currently a Full Professor at UFOPA, assigned to the Institute of Education Sciences, and Coordinator of the Graduate Program in Education - Academic Master's in Education since its implementation in 2013 until October 2015, remaining as a permanent faculty member of said program. She is also a permanent faculty member of the doctoral program Society, Nature, and Development (PPGSND) and a collaborating faculty member of the Interdisciplinary Program in Society, Environment, and Quality of Life (PPGSAQ) - Academic Master's, both at UFOPA. She is also a permanent faculty member of the Doctorate in Network EDUCANORTE. She is a research member of the INTER-REGIONAL NETWORK N-NE-CO ON TEACHING IN HIGHER EDUCATION - RIDES and assumed its presidency during the 2012-2015 term. She has publications in books and national and international journals. She has experience in various areas, with emphasis on Higher Education and Psychology, working mainly on the topics of Higher Education, Teacher and Psychologist Training, Educational Technology, Integral Education, Education for Sustainability, Curriculum, School Policy and Management, Educational Planning, School and Educational Psychology, Conflict Resolution and Mediation, as well as a scholar of Paulo Freire's thought.

References

AĞÇAM, R.; AKBANA, Y.E.; RATHERT, S. Dealing with Emergency Remote Teaching: The Case of Pre-service English Language Teachers in Turkey. Journal of Language and Education, v. 7, n. 4, p. 16 - 29, 2020. Disponível em: https://jle.hse.ru/article/view/11995. Acesso em: 22 jan. 2023.

AL SHLOWIY, A. Tracking Saudi EFL Students’ Reflections of Online Learning During Coronavirus: Different Rounds. Frontiers in Education, v. 6, n. 770786, 2021. Disponível em: https://doi.org/10.3389/feduc.2021.770786. Acesso em: 23 jan. 2023.

ALMODÓVAR-LÓPEZ, M., et. al. Remote teaching doesn't come without challenges | [La enseñanza remota no viene sin retos]. Revista Electronica Educare, v. 24, p. 1 - 5, 2020. Disponível em: ttps://www.scielo.sa.cr/scielo.php?pid=S1409-42582020000400055&script=sci_arttext&tlng=em. Acesso em: 20 jan. 2023.

AMARAL, E.; POLYDORO, S. Os desafios da mudança para o ensino remoto emergencial na graduação na Unicamp – Brasil. Linha Mestra, n. 41a, p. 52 - 62, set. 2020. Disponível em: https://lm.alb.org.br/index.php/lm/article/view/392. Acesso em: 19 jan. 2023.

APPENZELLER, S., et. al. New Times, New Challenges: Strategies to Ensure Equal Access to Emergency Remote Education. Rev. bras. educ. med. v. 44, n. 01, 2020. Disponível em: http://educa.fcc.org.br/scielo.php?pid=S1981-52712020000500201&script=sci_abstract&tlng=en. Acesso em: 18 jan. 2023.

BARDIN, L. Análise de conteúdo. São Paulo, SP: Edições 70, 2016.

BISINOTO, G. D. S; et. al. gestão da permanência: um estudo sobre o perfil socioeconômico, permanência e evasão dos discentes do curso de bacharelado em administração pública da UAB/Unemat. Revista Gestão Universitária na América Latina - GUAL, v. 11, n. 2, 2018. Disponível em: https://repositorio.ufsc.br/bitstream/handle/123456789/171977/OK%20-%20101_00534%20OK.pdf?sequence=1. Acesso em: 17 fev. 2023.

BRASILEIRO, T., et. al. Ensino remoto e orientação de TCC em tempos de COVID-19: desafios da formação humanizada do educador Amazonida. Revista Educar Mais, v. 5, p. 65-82, 2021. Disponível em: https://periodicos.ifsul.edu.br/index.php/educarmais/article/view/2142. Acesso em: 20 jan. 2023.

CARNEIRO, A. L. C. A evasão no ensino semipresencial: estudo de caso em um polo da AUB/UFC. 2010. Dissertação (Mestrado Profissional em Políticas Públicas e Gestão da Educação Superior) – Universidade Federal do Ceará, Fortaleza, 2010. Disponível em: https://repositorio.ufc.br/bitstream/riufc/2664/1/2010_dis_alccarneiro.pdf. Acesso em: 20 jan. 2023.

CARVALHO, L.; BRASILEIRO, T. S. A. Transparency as a Tool in Building Efficient Public Institutions: A Bibliometric Study. International Journal of Advanced Engineering Research and Science, v. 9, p. 4, 2022. Disponível em: https://ijaers.com/detail/transparency-as-a-tool-in-building-efficient-public-institutions-a-bibliometric-study/. Acesso em: 19 nov. 2022.

COCHRAN, WG. Sampling techniques. 3.ed. New York: Wiley, 1977.

COLCLASURE, B.C.; et. al. Identified challenges from faculty teaching at predominantly undergraduate institutions after abrupt transition to emergency remote teaching during the covid-19 pandemic. Education Sciences, v. 11, n. 9, 2021. Disponível em: https://doi.org/10.3390/educsci11090556. Acesso em: 14 jan. 2023.

CRONBACH, L. J. Coefficient alpha and the internal structure of test. Psychometrika, v. 16, n. 3, p. 297-334, 1951. Disponível em: https://link.springer.com/article/10.1007/bf02310555. Acesso em: 14 mar. 2022.

CURY, C. R. J. Challenges of teaching graduation. Conferência, Revista Educar, v. 18, dez 2001. Disponível em: https://doi.org/10.1590/0104-4060.241. Acesso em: 21 dez. 2021.

DANTAS, A. S. As múltiplas faces da evasão na educação superior a distância: a experiência do curso de tecnologia em gestão ambiental do IFRN em dois polos de apoio presencial. 2011. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. Disponível em: https://repositorio.ufrn.br/handle/123456789/18312. Acesso em: 12 jan. 2023.

FAUSTINO, L. S. S.; SILVA, T. F. R. S. Educadores frente à pandemia: dilemas e intervenções alternativas para coordenadores e docentes. Boletim de Conjuntura (BOCA), v. 3, n. 7, 2020. Disponível em: https://revista.ioles.com.br/boca/index.php/revista/article/view/99. Acesso em: 12 jan. 2023.

FHLOINN, E.N.; FITZMAURICE, O. How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. Teaching Mathematics and its Applications, v. 40, n.4, p. 392-416, 2021. Disponível em: https://academic.oup.com/teamat/article/40/4/392/6380163. Acesso em: 18 fev. 2023.

FILHO, D. B. F.; JUNIOR, J. A. S. Desvendando os Mistérios do Coeficiente de Correlação de Pearson (r). Revista Política Hoje, v. 18, n. 1, 2009. Disponível em: https://dirin.s3.amazonaws.com/drive_materias/1666287394.pdf. Acesso em: 14 mar. 2021.

FLORENTINO, J. A.; RODRIGUES, L. P. Disciplinaridade, interdisciplinaridade e complexidade na educação: desafios à formação docente. Educação Por Escrito, v. 6, n. 1, p. 54-67, 2015. Disponível em: https://revistaseletronicas.pucrs.br/index.php/porescrito/article/view/17410. Acesso em: 24 dez. 2022.

GODOI, M.; et. al. O ensino remoto durante a pandemia de covid-19: desafios, aprendizagens e expectativas dos professores universitários de Educação Física. Research, Society and Development, v. 9, n. 3, 2020. Disponível em: http://doi.org/http://dx.doi.org/10.33448/rsd-v9i10.8734. Acesso em: 24 jan. 2023.

HUBERMAN, M. O Ciclo de vida profissional dos professores em Nóvoa, Antonio. (org.) Vidas de professores. Portugal: Porto Editora, 1992.

LI, Y., et. al. Rethinking Teaching Team-Based Learning: The Challenges and Strategies for Medical Education in a Pandemic. AERA Open, v. 7, 2021. Disponível em: https://journals.sagepub.com/doi/full/10.1177/23328584211067207. Acesso em: 23 jun. 2022.

LIRA, A. L. B. C.; et. al. Nursing education: challenges and perspectives in times of the COVID-19 pandemic. Revista brasileira de enfermagem, v. 73, 2020. Disponível em: https://www.scielo.br/j/reben/a/5k48Mq64Qp5vnCthC3GGMMq/?lang=en. Acesso em: 22 jan. 2023.

LIKERT, R. A Technique for the Measurement of Attitudes. Archives in Psychology, v. 140, n. 22, New York University, p. 1 - 55, 1932. Disponível em: https://psycnet.apa.org/record/1933-01885-001. Acesso em: 10 jan. 2022.

LYONS, K. M.; CHRISTOPOULOS, A.; BROCK, T. P. Sustainable pharmacy education in the time of COVID-19. American Journal of Pharmaceutical Education, v. 84, n. 6, ed. 8088, p. 667-672, 2020. Disponível em: https://doi.org/10.5688/ajpe8088. Acesso em: 12 fev. 2023.

MELO, A. M. Análise de Correlação e Regressão Linear Simples: Contabilometria Aplicada em Indicadores Econômico - Financeiros de 2009.

MOHMMED, A. O. et al. Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, v. 5, p. 1-11, 2020. Disponível em: https://link.springer.com/article/10.1007/s41062-020-00326-7. Acesso em: 20 jan. 2023.

O'SULLIVAN, L.; CASEY, D.; CROWLEY, J. Asynchronous online mathematics learning support: An exploration of interaction data to inform future provision. Teaching Mathematics and its Applications, v. 40, n. 4, p. 317-331, 2021. Disponível em: https://academic.oup.com/teamat/article-abstract/40/4/317/6375814. Acesso em: 22 fev. 2023.

RAMOS, M. S. F.; LAVOR, O. P. Student Experience and Expectation with E-Learning Modality inTimes of Pandemic. Advances in Engineering Education, v. 17, p. 107-110, 2020. Disponível em: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1575394. Acesso em: 18 fev. 2023.

RODRIGUEZ-SEGURA, L.; et. al. Teaching challenges in COVID-19 scenery: Teams platform-based student satisfaction approach. Sustainability (Switzerland), v. 12, n. 18, 2020. Disponível em: https://doi.org/10.3390/su12187514. Acesso em: 14 fev. 2023.

ROMANOWSKI, J. P.; MARTINS, P. L. O. Desafios da formação de professores iniciantes. Páginas de Educación v. 6 n. 1, p. 83-96, Montevideo, jun. 2013. Disponível em: http://www.scielo.edu.uy/scielo.php?pid=S1688-74682013000100005&script=sci_arttext&tlng=pt. Acesso em: 13 jan. 2023.

SÁ, A. L.; NARCISO, A. L. C.; NARCISO, L. C. Ensino remoto em tempos de pandemia: os desafios enfrentados pelos professores. XIV CILTEC-Online – nov. 2020. Disponível em: https://ciltec.anais.nasnuv.com.br/index.php/CILTecOnline/article/view/844. Acesso em: 22 fev. 2023.

SCHUCK, R. K.; LAMBERT, R. “Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020. Education Sciences, v. 10, n. 11, p. 320, 1 nov. 2020. Disponível em: https://doi.org/10.3390/educsci10110320. Acesso em: 22 jan. 2023.

SHAMIR-INBAL, T.; BLAU, I. Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemia - Blessing or Curse? Journal of Educational Computing Research, v. 59, n. 7, p. 1243-1271, 2021. Disponível em: https://journals.sagepub.com/doi/full/10.1177/0735633121992781. Acesso em: 22 fev. 2023.

SILVEIRA, A.; et. al. Estratégias e desafios do ensino remoto na Enfermagem. Enfermagem em Foco, v. 11, n. 5, p. 98-103, 2020. Disponível em: https://enfermfoco.org/article/estrategias-e-desafios-do-ensino-remoto-na-enfermagem/. Acesso em: 22 fev. 2023.

SOARES, S. V.; PICOLLI, I. R. A.; CASAGRANDE, J. L. Pesquisa Bibliográfica, Pesquisa Bibliométrica, Artigo de Revisão e Ensaio Teórico em Administração e Contabilidade. Administração: Ensino e Pesquisa, v. 19, n. 2, p. 308-339, mai. 2018. Disponível em: https://www.redalyc.org/journal/5335/533557910005/533557910005.pdf. Acesso em: 10 jan. 2023.

SOUZA, D. G.; MIRANDA, J. C. Desafios da implementação do ensino remoto. Boletim de Conjuntura (BOCA), v. 4, n. 11, Boa Vista, 2020. Disponível em: https://revista.ioles.com.br/boca/index.php/revista/article/view/38. Acesso em: 14 jan. 2023.

SOUZA, G. P. Formação docente em tempos de pandemia: experiência na gestão escolar. Ensino Em Perspectivas, v. 2, n. 4, p. 1–12, 2021. Disponível em: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6683. Acesso em: 13 jan. 2023.

TARDIF, M. Saberes docentes e formação profissional. Petrópolis: Vozes, 2002.

UNESCO – United Nations Educational, Scientific and Cultural Organization. “COVID-19 Educational Disruption and Response”. UNESCO Website [2020]. Disponível em: https://en.unesco.org/covid19/educationresponse. Acesso em: 27 jul. 2021.

VENTURA, J. A EJA e os desafios da formação docente nas licenciaturas. Revista da FAEEBA – Educação e Contemporaneidade, Salvador, v. 21, n. 37, p. 71 – 82, jun. 2012. Disponível em: http://educa.fcc.org.br/scielo.php?pid=S0104-70432012000100007&script=sci_abstract. Acesso em: 13 jan. 2023.

WEIDLICH, J.; KALZ, M. Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education, v. 18, n. 1, 2021. Disponível em: https://link.springer.com/article/10.1186/s41239-021-00278-7. Acesso em: 12 jan. 2023.

ZAPATA-GARIBAY, Rogelio et al. Mexico’s higher education students’ experience during the lockdown due to the COVID-19 pandemic. In: Frontiers in Education. Frontiers Media SA, 2021. p. 683222. Disponível em: https://www.frontiersin.org/articles/10.3389/feduc.2021.683222/full. Acesso em: 22 jan. 2023.

Article Sidebar

Main Article Content