Emergency remote teaching and the use of active learning methodologies

A case study in the Psychopedagogy course at UFPB

Abstract

This article seeks to analyze the experience of monitoring in emergency remote teaching in the learning process of students from the undergraduate course in Psychopedagogy at Federal University of Paraíba (UFPB), especially the class of the curricular component, Policies of Inclusive Education. With the coronavirus pandemic, educational networks and institutions hastily replaced face-to-face teaching with remote or hybrid teaching, implementing strategies aimed at ensuring learning in the context of the physical isolation of those who learn. The experience under study sought to replace face-to-face interaction practices by active methodologies and actions aimed at promoting collaborative learning, mediated by the teacher and monitoring, in virtual learning environments, incorporating the use of digital tools. Even though the actions had an emergency/improvised nature, the results were considered satisfactory as they allowed greater participation/involvement of learners in the activities and greater interaction between teacher/monitor/students and between students/students.