ORIGINAL ARTICLE
PUTTON, Gisele Mariotti [1], SILVA, Jose Amauri Siqueira da [2]
PUTTON, Gisele Mariotti. SILVA, Jose Amauri Siqueira da. On-site secondary education with technological mediation: the challenges and difficulties encountered by on-site teachers in the municipality of Apuí-AM. Revista Científica Multidisciplinar Núcleo do Conhecimento. Year. 07, Ed. 09, Vol. 07, pp. 28-43. September 2022. ISSN: 2448-0959, Access link: https://www.nucleodoconhecimento.com.br/education/technological-mediation
ABSTRACT
This scientific research work is about On-Site High School with Technological Mediation, a way of teaching that makes use of a satellite videoconferencing system with real-time audio and video interactivity, a methodology that mixes face-to-face teaching with distance learning. This research was guided by the guiding question: What are the challenges encountered in On-Site Teaching with Technological Mediation by teachers at the Professora Maria Curtarelli Lira State School? The general objective of this work was to analyze the challenges and difficulties encountered by face-to-face teachers in On-Site High School with Technological Mediation at the State School Professora Maria Curtarelli Lira in the municipality of Apuí/AM. This research had a quali-quantitative research approach, with an analytical descriptive level and a synchronic temporal sequence. The research subjects were on-site teachers from all classes of On-Site High School with Technological Mediation at the school under study. The qualitative and quantitative approach was carried out with the twelve teachers through the application of a questionnaire with open and semi-open questions and structured questions with pre-defined answers, in addition to bibliographical research, consultation with the School’s Pedagogical Political Project and data on Technological Secondary Education that were provided by the secretary of the said school. The results of the research identify the difficulties encountered by face-to-face teachers, specify the materials and resources available and, at the end, present suggestions to improve access to the On-Site High School Modality Mediated by Technologies at the Maria Curtarelli Lira State School in the Municipality of Apuí-AM.
Keywords: Challenges, High School, Technological Mediation.
1. INTRODUCTION
This article addresses the following theme: On-site High School with Technological Mediation: the challenges and difficulties encountered by on-site teachers at the Professora Maria Curtarelli Lira State School in the municipality of Apuí-AM². Being guided by the question: What are the challenges encountered in High School Classroom with Technological Mediation by the teachers of the State School Professora Maria Curtarelli Lira?
The Centro de Mídias da Educação do Amazonas – CEMEAM designed the On-Site High School with Technological Mediation with the legal support of MEC and the Secretariat of Education and Teaching Quality – SEDUC[3]/AM through the most advanced technologies to guarantee the educational inclusion of thousands of young people and adults, especially those who live in rural communities, agricultural settlements, indigenous villages, on farms, on the banks of rivers. Finally, in places where it would be impossible for education to reach without technological help, that is, ICTs-Information and Communication Technology.
On-site High School with Technological Mediation makes use of a satellite videoconferencing system with audio and video interactivity in real time, and classes are produced by specialist teachers in the area of each curricular component and transformed into television pieces in a central of educational production for TV – CEMEAM studios – using various media resources and communication tools and transmitted live, daily, to all rooms simultaneously, at regular times.
The methodology used by CEMEAM to provide access to On-Site High School with Technological Mediation is blended learning, which mixes face-to-face teaching with distance learning. It is an unconventional form of teaching as it has features of Distance Education with monitoring by a face-to-face teacher based on methodological assumptions: interactivity, presence and mediation.
On-site high school teachers with Technological Mediation are present in the classroom every day, accompany their students throughout the school year and in the development of all curricular components, playing the role of facilitating mediator, in addition to being responsible for coordinating and organize students in the classroom, minimize doubts, monitor learning, monitor and record frequency and evaluation grades, coordinate classroom activities called DLI[4]-Interactive Local Dynamics and interdisciplinary projects, all in a tutoring system operating tools such as chat, e-mail and in real time using the webcam and microphone.
On-site Secondary Education with Technological Mediation aims to ensure that basic education students have access to high-quality secondary education, especially for those who live in rural areas in communities far from regular schools, maintaining the opportunity to complete basic education without having to move away from the family by moving to municipal headquarters or to the state capital, as well as serving students from the urban area who choose this type of education. However, the path is long and many difficulties are encountered by students to regularly attend technology-mediated classes, stay in classrooms and succeed in the process of acquiring knowledge. On-site teachers also face challenges in mediating the teaching-learning process in this teaching modality.
The general objective of this research was to analyze the challenges and difficulties encountered by face-to-face teachers in On-Site High School with Technological Mediation at the State School Professora Maria Curtarelli Lira in the municipality of Apuí/AM.
And as specific objectives: Specify the main resources used to provide access to On-Site High School with Technological Mediation; to identify the challenges face-to-face teachers face in order to mediate the teaching-learning process in On-Site High School with Technological Mediation at the Professora Maria Curtarelli Lira State School.
2. CENTRO DE MÍDIAS DE EDUCAÇÃO DO ESTADO DO AMAZONAS – CEMEAM AND THE MAIN RESOURCES USED TO PROVIDE ACCESS TO ON-SITE HIGH SCHOOL EDUCATION WITH TECHNOLOGICAL MEDIATION
The Secretary of State for Education and Teaching Quality – SEDUC, located in the State of Amazonas, is responsible for assisting, guiding and monitoring the activities of state educational establishments and also for formulating, supervising and coordinating the execution and evaluation of the State Education Policy primary, secondary and other types of education.
Aiming at guaranteeing the educational service of the Amazonian population residing in the interior of the State in situations of difficult access, where most of the time the conventional school cannot reach completely, the Amazonas Education Media Center – CEMEAM, was implanted and implemented educational production center, structured with a technological-digital platform.
The idea found by SEDUC was to unite satellite transmission technology, multipoint videoconferencing, as a pedagogical tool, and methodologically face-to-face. This is how the Government of Amazonas invested in diversified expansion to serve public school students in an unprecedented way in the world.
On July 9, 2007, high school students from the countryside attended the first face-to-face class with technological mediation, an unprecedented feat for the time and for education. From then on, an innovative education project began to be developed, with the use of technological resources for the most distant places in the interior of the State. A project that provided for the integral formation of the citizen, not only intellectually, but also socially, as Melo Neto et al.:
Além de permitir a integração de diferentes culturas distantes umas das outras centenas de quilômetros, este projeto propicia também o estabelecimento de um elemento essencial no processo de ensino aprendizagem: cria uma forte identidade e sentimento de pertencimento entre os participantes. O fortalecimento desse vínculo ajuda no desenvolvimento da presença social nesses ambientes e, consequentemente, na qualidade de interações e trocas argumentativas entre os participantes (MELO NETO et al., 2011, p. 9).
In Brazil, in different states of the federation, educational projects are developed with the purpose of reducing the distance between individuals, schooling and citizenship. Educational public policies formulated in recent decades present guidelines aimed at universalizing access to education, as can be based on the last ten-year plan approved by Law 13,005, of June 25, 2014, called the National Education Plan – PNE[5], a plan that aims to comply with the provisions of article 214 of the Federal Constitution (BRASIL, 1988), which among its goals we will specifically highlight the one that deals with the provision of secondary education:
Meta 3: universalizar, até 2016, o atendimento escolar para toda a população de 15 (quinze) a 17 (dezessete) anos e elevar, até o final do período de vigência deste PNE, a taxa líquida de matrículas no ensino médio para 85% (oitenta e cinco por cento) (BRASIL, 2014).
On-site Teaching with Technological Mediation developed by CEMEAM is a pedagogical project that aims to ensure access to education through the most advanced technologies for this teaching modality, for thousands of students who are located in the interior of the State of Amazonas, mainly in the zone of the state, in agricultural settlements, indigenous villages, on farms, on the banks of rivers in this extensive state. Finally, in communities where education would be impossible without the help of technology, that is, the means of communication and information (AMAZONAS, 2015).
The CEMEAM Pedagogical Project (AMAZONAS, 2015) directs us to the thought that the pedagogical project of On-Site Teaching with Technological Mediation aims to ensure students, in an equitable way, a humanistic, scientific and technological training, through quality teaching, with the development of skills, abilities and intellectual autonomy, based on the pedagogical principles for basic education, as an effective response to the demands of contemporary society, developing a curriculum aimed at meeting sociocultural diversity and the consequent reduction of educational inequality.
In their article, published in the Revista de Estudos Brasileños, Costin and Coutinho (2019) refer us to the information that CEMEAM has received, since its creation, several national awards such as the “E-learning and Performance Brazil” award. This award recognizes the best practices in learning and aims to promote the development of digital transformation projects through the appropriation of technologies. He was also honored with the “A Rede” award, granted by Momento Editorial, and the Banco do Brasil Foundation award for Social Technology. In addition, the center had its activities recognized by international organizations. It has even received relevant awards in the global educational scenario, such as the “Learning Impact Awards”, from Spain, and recognition from the QATAR Foundation at the World Innovation Summit for Education (WISE) event, which brings together leaders from all regions of the world to discuss educational innovations. Such is the repercussion of the initiative that the state of Amazonas was included as one of the case studies in the book Millions Learning: Ampliando a escala da educação de qualidade em países em desenvolvimento, published by the Bookings research center, in the United States, and recently translated into Portuguese by the Center for Excellence and Innovation in Educational Policies of the Getúlio Vargas Foundation.
3. THE MAIN RESOURCES USED TO PROVIDE ACCESS TO ON-SITE HIGH SCHOOL EDUCATION WITH TECHNOLOGICAL MEDIATION
Due to its characteristics, High School with Technological Mediation requires the implementation of a specific Educational Platform, based on videoconferencing and collaboration tools, it is an Interconnection Network, necessary for the functioning of the Integrated Educational Platform.
According to the Classroom High School with Technological Mediation (EMPMT)[6] Pedagogical Proposal, the classes reach students in the most distant rural communities through a telecommunications network that connects the studios and classrooms, via IP (internet Protocol) with bidirectional antennas, a technological kit for a 42-inch TV, computer with keyboard and mouse, stabilizer/no-break, webcam, microphone and printer (AMAZONAS, 2016).
Software is used to access video lessons, teacher material, chat, polls, digital whiteboard and other interactive resources, in addition to the main learning resource: real-time interactivity between teacher and student. As this is a fantastic teaching and learning dynamic, Serrão (2016) confirms:
As comunidades rurais são atendidas, portanto, por uma rede de serviços de comunicação multimídia (dados, voz e imagem) que ocorre por meio de uma plataforma de telecomunicação incluindo acesso simultâneo à Internet em Banda Larga em cada sala de aula, sendo que a metodologia é desenvolvida com aulas em tempo real transmitidas pela TV 58 interativa, proferidas pelos professores ministrantes, dos estúdios localizados na sede da Secretaria de Estado da Educação e Qualidade do Ensino (Centro de Mídias/SEDUC/AM), em Manaus. Os alunos assistem a essas aulas na sala da escola de sua comunidade sob a orientação local de um professor presencial (graduado) em sistema de tutoria (SERRÃO, 2016, p. 21).
The solution used supports at the same time up to six simultaneous interactivity, where everyone connected can view the interaction with quality in HD (High Definition).
In order to favor access to Classroom Secondary Education with Technological Mediation, it is necessary to make the equipment available according to the needs of each point. We can see in the EMPMT Curriculum Pedagogical Proposal (AMAZONAS, 2016) that the distribution of equipment is done as follows:
School Equipment: Satellite Dish to operate with KU or C band; Routing equipment – Indoor Unit (IDU), for reception and transmission capacity of up to 1024 Kbps. HUB-VSAT system; Videoconferencing solution hub for the Complete Network (Primary and Secondary); Server or Multipoint Control Units (MCUs).
Classroom Equipment: Micro-computer; LCD TV with at least 42”; HD webcam; Table microphone; Laser printer; UPS or stabilizer (depending on the infrastructure of the point); Rack for accommodation of classroom equipment.
Studio Equipment: Satellite Dish to operate with KU or C band; Routing equipment – Indoor Unit (IDU), for reception and transmission capacity up to 1024 Kbps. HUB-VSAT system; Microcomputers; Laptop; Illuminated document camera; PTZ camera – 10x zoom; Plasma TV of at least 50”; wireless microphone array; Digital whiteboard; 1.3 Kva UPS; Voltage stabilizers 5 Kva; Nobreak 20 Kva.
Pedagogical resources such as videos, cards (class slides), printouts, regular teaching books available at the school and the means of communication chat, e-mail and videoconferencing are used, in addition to telephone communication when necessary. As for these resources, Maia (2010) also quotes:
As comunidades rurais são atendidas, portanto, por uma rede de serviços de comunicação multimídia (dados, voz e imagem) que ocorre por meio de uma plataforma de telecomunicação incluindo acesso simultâneo à Internet em Banda Larga em cada sala de aula, sendo que a metodologia é desenvolvida com aulas em tempo real transmitidas pela TV 58 interativa, proferidas pelos professores ministrantes, dos estúdios localizados na sede da Secretaria de Estado da Educação e Qualidade do Ensino (Centro de Mídias/SEDUC/AM), em Manaus. Os alunos assistem a essas aulas na sala da escola de sua comunidade sob a orientação local de um professor presencial (graduado) em sistema de tutoria (MAIA, 2010, p. 58).
Not only are technological and pedagogical resources necessary for the student to have full access to the EMPMT, it is often necessary to provide school transport for those who live even further away, being far from the main school or the classroom located in the community.
School transport in most of the state of Amazonas is done by boat, which is a typical Amazonian reality as it is bathed by navigable rivers in almost all of its territory. A reality from which our municipality differs, where access to municipal rural schools and the municipality headquarters is via dirt roads, most of which are rutted, cut by ditches, with sharp curves and hills that make traffic difficult.
Since the municipality of Apuí is formed by an extensive rural area, but with a dispersed population, it is not feasible to offer school transport, as the number of students per classroom is small, this transport would travel long distances for few students. As the rural area is also a branch of side roads and consequently many roads, it would be very costly for school transport, as many vehicles would be needed for transport almost uselessly.
The way out found by the regional coordination together with the State Department of Education was to offer fuel to students who live far away, so that they can use the family’s motorcycles, or cars, the latter more rarely, to be able to reach the municipal schools of their communities where classrooms for each grade of EMPMT are located.
This adopted solution also turns out to be a difficulty as the bureaucracy does not always allow you to leave in a timely manner, causing delays and often some students stop attending classes due to lack of transport.
4. ON-CLASS TEACHERS AND THE CHALLENGES THEY FACE IN MEDIATING THE TEACHING-LEARNING PROCESS IN ON-CLASS HIGH SCHOOL EDUCATION WITH TECHNOLOGICAL MEDIATION
Every face-to-face teacher performs his attributions related to the function, since, “the teacher is someone who elaborates activity plans, applies methodologies, reproduces content, interprets this content, observes behaviors and evaluates processes (BECKER and MARQUES, 2010, p. 12 ).
Social transformations generate changes in teaching or vice versa, so theoretical and practical teacher training contributes to improving the quality of teaching. In this way, the face-to-face teacher in the EMPMT plays an important role in the construction of the educational identity that demands mastering multiple knowledge to favor the students’ teaching-learning process.
The technological resources used in most cases become a challenge for students and especially for teachers, because they have to take an active stance in the face of pedagogical practice. They expand the universe of information and communication, causing changes in the ways of living and thinking of those involved in the teaching-learning process and, consequently, of society, imposing on the school in general the challenge of “making it viable as a critical space in relation to the use and to the appropriation of these communication and information technologies” (KENSKI, 2012, p. 25).
Being the knowledge and mastery of media and technological resources one of the challenges faced by EMPMT On-site teachers, it is observed that teachers feel the lack of a more condensed and more targeted training to better manage the demands of the b-learning methodology of the CEMEAM. “In this context, the continuing education of educators is an essential condition for on-site teachers and instructors to fully master the information and communication technologies available at the Media Center (SERRÃO, 2016, p. 33).
The continuing education of these teachers always takes place at the beginning of the school year, during the so-called pedagogical journey that takes place via IPTV. Some teachers end up not participating in this training, as some hires only happen after the start of classes. It was only at the beginning of the project in 2007 and 2008 that on-site teachers and lecturers were directed to the state capital to participate in on-site training. Doubts can be answered using the interactivity tools available.
The face-to-face teacher plays the role of facilitating mediator, in addition to being responsible for coordinating and organizing students in the classroom, minimizing doubts, monitoring learning, supervising attendance, coordinating class activities and interdisciplinary projects, administering tests and other attributions, all this in a tutoring system with tools such as chat and e-mail at your disposal where, being able to communicate in real time with specialist teachers, you can clear your doubts and that of your students by positioning yourself in front of a webcam, microphone and other equipment that transmit voice and image. As Costa (2015) contributes:
Além das atribuições de uma sala de aula regular, como a organização da entrada dos alunos, o controle da frequência, aplicação e correção das avaliações de acordo com o gabarito enviado pelos Professores Ministrantes, o registro físico e midiático das notas dos alunos no diário eletrônico de classe e seu cômputo nos sistemas de acompanhamento, cabe aos Professores Presenciais à realização de atribuições específicas do Projeto (COSTA, 2015, p. 57).
The face-to-face teacher receives guidance from the teaching teacher in order to provide students with a better use of classes and appropriation of didactic guidelines.
In the “Program, the face-to-face teacher is closer to the students than the lecturer, so he gives them additional information, adapts the class to the rhythm of each one, and thus, the teaching/learning process gains dynamism, innovation and power of communication and transformation (MAIA, 2010, p. 72).
Many face-to-face teachers experience difficulty due to the specific disciplines existing in the High School Curriculum, as their training does not specifically cover all subjects, where most of the time the face-to-face teacher learns along with other teachers and with their students, acquiring knowledge and skills in certain areas along the way, while guiding, mediating, presenting models, explaining and redirecting the focus of learning and offering options.
One of the differences between the regular education teacher and the face-to-face teacher is that while the regular school teacher is obliged to be in the classroom only at times when they are responsible for teaching their specific subjects, the EMPMT face-to-face teacher has integral functions with the his class starting even before the students arrive at school, as Arcanjo (2015) informs us:
No entanto, o Professor Presencial deve estar na sala de aula, com o computador ligado e conectado à rede EMPMT, meia hora antes do início das aulas a serem transmitidas para que possa receber as cartelas das aulas que serão ministradas naquele dia e, também, junto com a equipe de suporte online, verificar a situação acadêmica dos alunos, ou seja, fazer atualização de dados cadastrais e notas das disciplinas (ARCANJO, 2015, p. 26).
In addition to the pedagogical and technological challenges faced by on-site high school teachers with Technological Mediation, there is the issue of the distance from their homes to the classrooms where they teach that many face. Just like the students, many teachers in our municipality face long distances on a dirt road, which is almost always bumpy and very slippery in rainy seasons, by car or motorcycle, at night, often in the rain or a lot of dust in dry periods.
5. ANALYSIS OF DATA COLLECTED WITH ON-CLASS STUDENTS AND TEACHERS OF ON-CLASS HIGH EDUCATION WITH TECHNOLOGICAL MEDIATION AT PROFESSORA MARIA CURTARELLI LIRA STATE SCHOOL
This research was developed at the Professora Maria Curtarelli Lira State School in the municipality of Apuí-AM, located in the urban area of the municipality, at Rua Rio Acari, nº 1352, Centro, currently serving students in the final years of Elementary and High School and Classroom High School with Technological Mediation. The object of the research was the EMPMT students who are distributed in classes of 1st, 2nd and 3rd year of High School, at night, located at the main school and in rooms borrowed from municipal schools – Polos.
5.1 ON THE CHARACTERISTICS OF CLASS-CLASS TEACHERS IN CLASS-CLASS HIGH EDUCATION WITH TECHNOLOGICAL MEDIATION AT PROFESSORA MARIA CURTARELLI LIRA STATE SCHOOL IN THE MUNICIPALITY OF APUÍ/AM
The population assisted by this part of the research is made up of twelve classroom teachers, 33% male and 67% female.
As for academic training by area, it can be observed that 7 of the 12 teachers interviewed have training in Normal Superior offered by the Universidade do Estado do Amazonas – UEA through PROFORMAR, mentioned in the theoretical framework of this research. It is also noticed that after the first formation -Normal Superior, they sought other formations such as Geography, Biology and Pedagogy. Another important issue to be observed is that 84% of teachers have more than one training, which expands knowledge favoring the process of mediation of the teaching-learning process of the EMPMT teaching modality.
EMPMT classroom teachers are equally distributed in the 1st, 2nd and 3rd years, since each class has a classroom teacher who have a temporary contract. Regarding the time of work of EMPMT classroom teachers, it can be observed that 33% of teachers have been working in this teaching modality for less than 4 years, 17% already have this experience between 4 and 8 years and 50% of teachers work in more than 8 years.
5.2 THE CHALLENGES AND DIFFICULTIES ENCOUNTERED BY CLASS-CARE TEACHERS OF CLASS-CLASS HIGH EDUCATION WITH TECHNOLOGICAL MEDIATION AT PROFESSORA MARIA CURTARELLI LIRA STATE SCHOOL – APUÍ/AM
From this moment on, the quantitative results of the questionnaire applied to the on-site teachers of the EMPMT and qualitative results from the answers to the open questions are presented.
When analyzing the degree that each aspect becomes a challenge for the teacher to mediate the teaching-learning process in EMPMT, with 1 being the lowest and 5 being the highest and considering options 4 and 5 marked by the majority, this aspect then becomes a challenge faced. It is therefore understood that the aspects that cause the most difficulties for EMPMT teachers are: the distance between where you live and the school; school transport; the cost generated by own transport to get to school every day; the lack of specific ongoing training for EMPMT face-to-face teachers and internet access to fill in data in the evaluation and attendance system.
Regarding who the students turn to when they have doubts related to the contents taught, most teachers answered that the students resort more to the face-to-face teacher, with the teaching teacher in second place, third to another classmate.
When questioning how they manage to answer students’ doubts when they resort to the face-to-face teacher: 34% of the teachers indicated that they are able to fully answer the students’ doubts, but the majority, 66%, indicated that they can partially resolve their students’ doubts related to the content taught.
By assigning the concept that best evaluates the performance of the face-to-face teacher, in the aspects: attendance; punctuality; performance during DLIs; enthusiasm in the classroom; relationship with the class; availability to clarify doubts; participation in problem solving; posture in maintaining a climate of tranquility and security; agility in the return of questions; patience to explain; student incentive; demonstration of professional ethics and interest in student learning, teachers opted for the concepts great and good.
As for the support materials that are offered to the EMPMT, 100% of the teachers receive the class cards, being little offered, that is, less than 50% of the other materials listed.
It can be concluded in relation to the conditions in which the media materials made available in the classroom are presented that some materials and equipment no longer work well, causing difficulties in accessing the EMPMT.
The internet signal for the transmission of classes is considered by the majority, that is, by 70% of teachers as Good, 8% consider the signal excellent and 17% still consider the signal regular.
When questioned about how they consider the distance they travel between where they live and the school, it was observed that most teachers live close (less than 1 km) to the school where they work, representing 42%. And yet 8% who live a little close (from 1 to 3 km), 17% live far away (from 5 to 10 km) and still considering a high percentage, 33% of teachers live very far (more than 10 km) from the school in that work.
Regarding the transport used, it was found that 50% of the teachers use a motorcycle as a means of transport to get to the school where they work, 25% use a car, 17% manage to get there on foot and even though 8% use motorcycle sometimes or car sometimes. It was also verified that 67% of the teachers answered that help with fuel for their own transport to school is never offered, but 8% answered that always, 17% that sometimes and 8% of the teachers did not give an opinion on this question.
Question 13 of the questionnaire prepared for on-site EMPMT teachers, being an open question, asks the following questions to teachers: Do you feel the need for continuing education for On-Campus Teachers to be able to work in On-Campus High School with Technological Mediation? And at the end, it asks for a justification for the answer. In view of this, most teachers answered: “Yes, to improve aspects of relationship, learning and technological knowledge”.
About the main challenges and difficulties they have encountered to mediate the teaching-learning process in this teaching modality, the following was mentioned by the teachers: making this current generation interested in classes; the defects that happen in the equipment frequently; the lack of fuel aid for students who live far away; fill in the digital diary due to lack of good internet; keep students in the classroom until the end of class; bad roads that make it difficult for some students to get to school; constant lack of electricity; keep students in school, sometimes you have to call them to come to school; the delay in the maintenance of the devices, when there is a problem you have to wait to come from Manaus; the weak internet signal for research and filling in the diary; internet signal failure.
In response to the question that suggested teachers to present suggestions to improve access to High School with Technological Mediation. Combining related responses, considering that each teacher made several suggestions, the following result was obtained: 7 teachers suggested a better internet signal as a solution; 1 teacher to create the student portal; 5 teachers signaled that it is necessary to provide fuel for students who live far from the school; 3 respondents suggested offering school transport; a professor indicated that it would be good if the internet signal was released for research and professional courses; 4 teachers pointed out the need to have a technician in the municipality to carry out the maintenance and repair of equipment more quickly; 1 teacher suggested having printers in the classrooms with toner; 1 teacher replied that there should be transportation assistance for teachers who live far from the school; 2 teachers pointed out the need to have a lunch box, one teacher suggested that the room be further away from the cafeteria and the school’s gym; 2 professors cited the need to provide books or handouts for the disciplines in order to have more means of studying; 2 teachers requested school meals throughout the year; 1 teacher suggested providing the material for classes (cards) in advance; 1 teacher opined that students should be provided with a device such as a tablet.
6. CONCLUSION
This article aimed to analyze the challenges and difficulties encountered by face-to-face teachers in On-Site High School with Technological Mediation at the Professora Maria Curtarelli Lira State School.
It can be identified through bibliographical research and questionnaires applied to face-to-face teachers that in addition to the studio and school equipment, the following equipment is provided in each classroom: Microcomputer LCD TV with at least 42”, Webcam HD, Microphone table; laser printer; No-break or stabilizer (depending on the infrastructure of the point) and Rack to accommodate classroom equipment. Other materials are offered, although not always or in sufficient quantity, such as: paper, brush, regular teaching textbooks and printed assessments. However, it was observed during the research that not all of these equipment are in adequate conditions of use, some like the microphone and printer in some rooms do not even work anymore and that most printers no longer have ink for printing.
In this research, answering the guiding question: “What are the challenges encountered in On-Campus High School with Technological Mediation by teachers at the Professora Maria Curtarelli Lira State School?” challenges: lack of ongoing training so that teachers can be prepared to mediate the teaching-learning process, since seventy-five percent of teachers declared that students seek face-to-face teachers to clear up their doubts; lack of pedagogical support material such as books and/or handouts, recorded classes, paper, brushes and others, and the only material that all teachers receive and even then at the last minute of class are the class cards; the lack of good internet for research or for registering student grades and attendance in the SCA; lack of maintenance or timely replacement of equipment that breaks down; the distance from home to school where fifty-eight percent of teachers answered that they do not live close to the school where they work; the lack of help with fuel, since they are forced to use their own motorcycles or cars to get to school; the roads which are very bad, usually bumpy and slippery in periods of rain; the constant lack of electricity that makes it impossible to broadcast classes; lack of internet signal that often stops the transmission of classes; difficulty to encourage students to attend and participate in the face of obstacles. Faced with all these situations, it was possible to observe that all teachers are persistent warriors because, although they all have a temporary contract, sixty-seven percent of them remain in this role for more than four years.
In view of this, we can conclude that the face-to-face teacher is a warrior in search of the quality of teaching and the improvement of knowledge for his community and society in which he operates, seeking daily to overcome the difficulties that arise during the course of the profession, often challenging his own limitations.
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KENSKI, V. M. Educação e Tecnologias: o novo ritmo da informação. 8ª. ed. Campinas: Papirus, 2012.
MAIA, H. D. O. Ensino Médio Presencial com Mediação Tecnológica no Estado do Amazonas: Um estudo sobre competências inerentes ao professor presencial, no municipio de Manaus. Universidad De Los Pueblos De Europa. Málaga/Espanha, p. 146. 2010.
MELO NETO, J. A. D.; MELLO, L. F. D.; XIMENES, M. A. D. S. Processos Comunicacionais na Educação com Mediação Tecnológica no Estado do Amazonas. São Paulo: [s.n.], 2011. Disponível em: <http://www.abed.org.br/congresso2011/cd/167.pdf>. Acesso em: 10 abril 2019.
SERRÃO, I. L. Uma Análise da Implementação do Programa Ensino Médio Presencial com Mediação Tecnológica no Município de Urucurituba/AM. [S.l.]: Dissertação de Mestrado. Programa de Pós-Graduação Profissional em Gestão e Avaliação da Educação Básica Pública. Universidade Federal de Juiz de Fora – UFJF. Juiz de Fora, 2016. 122 p. Disponível em: <http://bdtd.ibict.br>. Acesso em: 15 março 2019.
APPENDIX – FOOTNOTE
3. Secretaria de Educação e Qualidade de Ensino (SEDUC).
4. Dinâmica Local Interativa (DLI).
5. Plano Nacional de Educação (PNE).
6. Ensino Médio Presencial com Mediação Tecnológica (EMPMT).
[1] Master in Educational Sciences; Specialization in Psychopedagogy; Specialization in School Administration, Supervision and Guidance; Degree in Pedagogy; Graduation in Higher Normal. ORCID: 0000-0003-4203-5503.
[2] Advisor. PhD in Educational Science from the Universidade San Lorenzo (UNISAL), Master in Mathematics from the Universidade Federal do Amazonas (UFAM), Graduation in Mathematics from the Universidade Federal do Amazonas (UFAM). ORCID: 0000-0003-0587-7277.
Sent: August, 2022.
Approved: September, 2022.
