Narrativas discentes sobre aprendizagens no ensino online da UFBA.

Abstract

Faced with the covid-19 pandemic caused by SARS-CoV-2, known as the "new coronavirus", several cities around the world have adopted restrictive measures involving the suspension of face-to-face educational activities at all stages and in various modalities. Following this perspective, the Federal University of Bahia (UFBA) suspended face-to-face academic activities on March 17, 2020, in compliance with the recommendations of the health authorities and the legal provisions that came into force in the municipalities that host the university units. In order to continue its teaching, research and extension activities during the widely recommended social distancing, academic periods characterized by the offer of curricular components in non-face-to-face mode, mediated through digital technologies, were instituted between 2020 and 2021. In this context, the aim of this work is to investigate how undergraduate students at ICTI/UFBA perceive their learning processes in the online semesters instituted in the context of the covid-19 pandemic. To this end, a qualitative study was carried out based on a narrative literature review, in order to analyze how learning has been conceived in Higher Education in recent research, and by conducting narrative interviews with students enrolled in curricular components offered online between the Supplementary Academic Semester (2020) and the Special Academic Semester (2021.1), instituted at the Federal University of Bahia (UFBA). The narratives were analyzed using the hermeneutic-dialectic method proposed by Cecília Minayo, considering the conceptual framework of Étienne Wenger's Social Theory of Learning. The results show that despite the participants recognizing and highlighting learning that has taken place in other social spaces, such as changing perspectives on life and ways of relating, both with the people who make up their social communities and with the objects of study in the learning communities linked to the university, in general, learning is still seen as a result, a product of the quantitative accumulation of information on the content taught, achieved with effort and which can be passed on and used to bring scientific meaning to practice. The results suggest that we rethink our perceptions of learning, broadening our view of its concept and not restricting it to specific times, spaces or objectives. The abrupt changes imposed by the covid-19 pandemic have shown that education can be more flexible than we ever imagined, allowing access to a wider range of resources and different ways of learning.