Covid-19 e ensino remoto: Reflexões a partir de umaexperiência de photovoice

• Luciana Sotero ^[1] ; Madalena Alarcão ^[1]
  1. [1] Universidade de Coimbra

     Universidade de Coimbra

     Coimbra (Sé Nova), Portugal

     
• Localización: Políticas, métodos y tecnologías educativas para la inclusión: los retos ante la inequidad / Erla Mariela Morales Morgado (ed. lit.), 2025, ISBN 978-84-1091-048-5, págs. 565-577
• Idioma: portugués
• Títulos paralelos:
  • Covid-19 and remote teaching: Reflections from aphotovoice experience
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  • Introduction: The «forced» emergence of remote learning (RL) as aconsequence of Covid-19 and the transformation of face-to-face classes into online classeshave significantly changed the daily lives of students and teachers. However, little is knownabout this confinement experience and its repercussions on Higher Education in Portugal.The main objectives of the present study are 1) to reflect on the experience of RL during the1st confinement from the students’ voice/vision and 2) the practical application of an actionresearchmethodology (photovoice). Method: The study was conducted with students of the4th year of the Integrated Master in Psychology. The class was composed of 22 female students(15 national and 7 Erasmus), with an average age of 23.23 years, and two female teachers.The photovoice methodology was applied, asking to students to present a photograph thatreflected their perception of the RL experience during confinement in four levels of analysis:1) What was most remarkable; 2) What was most positive; 3) What was most challenging;and 4) What would be different if the situation were to be repeated. The contents of theweekly presentations, videotaped, were later analyzed using NVivo. Results: A total of 28categories were identified, and the results reveal: 1) the ability to adapt and the negativefeelings were salient aspects during the confinement; 2) the support network and the newtechnologies were positive aspects associated with RL; 3) stress, and the balance between workand personal/family life were the most challenging aspects and, finally, 4) if the situationwere to be repeated, students reported that they would like to change the way they managedtheir time. Conclusion and Discussion: The application of the photovoice methodologywas extremely relevant to understand the students’ experiences and emotions, but also toimprove the teaching-learning process through the opportunity of sharing and listening totheir experiences. The students emphasized the importance of this dimension in an anxiogenicand very challenging period.