Distant Learning: The Experiences of Brazilian Schoolteachers during the COVID-19 School Closures

Clarisse Halpern

doi:10.29333/ejecs/595

Authors

Clarisse Halpern Florida Gulf Coast University

DOI:

https://doi.org/10.29333/ejecs/595

Keywords:

COVID-19, pandemic, distance learning, teacher experience. qualitative case study.

Abstract

The COVID-19 pandemic has imposed several challenges to education, especially with the shift from traditional face-to-face to distance learning, affecting teaching and learning worldwide. While distance learning seemed to favor children of affluent families, students of low socioeconomic families faced additional challenges, like the lack of adequate resources to attend online classes and continue their education. Thus, in this study, schoolteachers’ experiences adapting their instructional strategies to distance learning were investigated. A qualitative case study examined and compared the experiences of a public-school and a private-school teacher with distance learning in Brazil during the COVID-19 pandemic school closures. The cases give insight into the strategies used and challenges experienced by the participants while attending to different student populations’ needs: marginalized and more affluent. Thematic analysis of the aggregated data indicated the participants’ similar distant teaching and learning experiences (disconnected interactions with their students) and distinct perspectives and commitments to teaching and their use of technology in education. Recommendations and implications for educators, administrators, and policymakers are included.

Downloads

Download data is not yet available.

Author Biography

Clarisse Halpern, Florida Gulf Coast University

Clarisse Halpern is a doctoral student in Curriculum and Instruction at Florida Gulf Coast University, USA. Her research interests and scholarship include multicultural education, teacher education programs, immigration issues in education, and comparative international studies in education.

References

Alvarenga, E., Vieira, E. P., & Lima, M. M. (2006). Os impactos das políticas educacionais brasileira no trabalho docente [The impacts of Brazilian educational policies in the teaching profession]. Proceedings of the Seminário da Redestrado UERJ.

Anctil, E. J. (2014). 21st century schools require media literate leaders. In F. W. Parkay, E. J. Anctil, & G. Hass, Curriculum leadership: Readings for developing quality educational programs (10th ed., pp. 109–114). Pearson.

Banco Central do Brasil (2020). Cotações e boletins: USD Dólar [Quotations and bulletins: USD Dollar]. https://www.bcb.gov.br/estabilidadefinanceira/historicocotacoes

Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. SAGE Publishing.

BRASIL. (1996, December 20). Lei Federal 9.394. Ministério da Educação. http://www.planalto.gov.br/ccivil_03/leis/l9394.htm

BRASIL. (2005, December 20). Decreto Federal 5.622. Ministério da Educação. http://www.planalto.gov.br/ccivil_03/_Ato2015-2018/2017/Decreto/D9057.htm#art24

BRASIL. (2017, May 25). Decreto Federal 9.057. Ministério da Educação. http://www.planalto.gov.br/ccivil_03/_Ato2015-2018/2017/Decreto/D9057.htm#art24

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa

Carvalho, M. R. V. (2018). Perfil do professor da educação básica [Schoolteachers’ profile]. Série documental: Relatos de pesquisa, 41. http://portal.inep.gov.br/informacao-da-publicacao/-/asset_publisher/6JYIsGMAMkW1/document/id/1473981

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.) SAGE Publishing.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publishing.

Denzin, N.K. (1989). Interpretive Interactionism. SAGE Publications. DOI: https://doi.org/10.4135/9781412984584

DeSantis, L., & Ugarriza, D. (2000). The concept of theme as used in qualitative nursing research. Western Journal of Nursing Research, 22, 351–372. https://doi.org/10.1177/019394590002200308 DOI: https://doi.org/10.1177/019394590002200308

Fundação Getúlio Vargas [FGV] (2014). Faixa de renda familiar [Range of family earning]. https://cps.fgv.br/qual-faixa-de-renda-familiar-das-classes

Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471 DOI: https://doi.org/10.29333/ajqr/8471

Gatti, B., & Barretto, E. S. (2009). Professores do Brasil: Impasses e desafios [Teachers in Brazil: Impasses and challenges]. UNESCO.

Guimarães, C. (2010, August 27). Como tirar seu diploma pela internet [How to get your degree on the internet]. Época. http://revistaepoca.globo.com/Revista/Epoca/0,,EMI166713-15259,00-COMO+TIRAR+SEU+DIPLOMA+PELA+INTERNET.html

Halpern, C. (2018). The gears of the hidden curriculum revisited. Journal of Curriculum Theorizing, 33(1), 40–44.

Halpern, C. (2017). Book review: In search of understanding: The case for constructivist classrooms (2nd ed.). American Journal of Qualitative Research, 1(1), 32–36. DOI: https://doi.org/10.29333/ajqr/5790

Halpern, C., & Aydin, H. (2020). The light in their eyes: Creating a multicultural education course for doctoral level students. Journal for Multicultural Education, 35(2), 85–100. https://doi.org.10.1108/JME-11-2019-0079 DOI: https://doi.org/10.1108/JME-11-2019-0079

Instituto Brasileiro de Geografia e Estatística [IBGE] (2015). Definição de raça [Racial definition]. http://www.consultaesic.cgu.gov.br/busca/_layouts/15/DetalhePedido/DetalhePedido.aspx?nup=03950001396201556

Instituto Brasileiro de Geografia e Estatística [IBGE] (2019). Síntese de indicadores sociais: Uma análise das condições de vida da população brasileira [Synthesis of social indicators: An analysis of Brazilian population life conditions]. Estudos & Pesquisas, Informação Demográfica e Socioeconômica, 40. https://biblioteca.ibge.gov.br/visualizacao/livros/liv101678.pdf

Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira [INEP] (2009). Estudo exploratório sobre o professor brasileiro: Com base nos resultados do Censo Escolar da Educação Básica 2007 [Exploratory study of Brazilian teachers: Based on the results of the Education Census 2007]. http://portal.mec.gov.br/dmdocuments/estudoprofessor.pdf

Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira [INEP] (2019). Censo escolar [Education Census]. http://portal.inep.gov.br/artigo/-/asset_publisher/B4AQV9zFY7Bv/content/dados-do-censo-escolar-mais-de-77-das-escolas-brasileiras-de-ensino-fundamental-anos-finais-sao-publicas/21206

Kemmis, S., & Wilkinson, M. (1998). Participatory action research and the study of practice. In B. Atweh, S. Kemmis, & P. Weeks (Eds.), Action research in practice: Partnerships for social justice in education (pp. 21–36). Routledge.

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918 DOI: https://doi.org/10.3102/0013189X20965918

Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publishing. DOI: https://doi.org/10.1016/0147-1767(85)90062-8

Lu, S. (2020). School + family community learning model of PE course under COVID-19 epidemic situation. International Journal of Emerging Technologies in Learning, 15(18), 218–233. https://doi.org/10.3991/ijet.v15i18.16439 DOI: https://doi.org/10.3991/ijet.v15i18.16439

Lynch, M. (2020). E-learning during a global pandemic. Asian Journal of Distance Education, 15(1). https://www.asianjde.org/ojs/index.php/AsianJDE/article/view/457

Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.

Modelski, D., Giraffa, L. M. M., & Casartelli, A. O. (2019). Tecnologias digitais, formação docente e práticas pedagógicas [Digital Technologies, teacher education and pedagogical practices]. Educação e Pesquisa, 45, 1–17 https://doi.org/10.1590/S1678-4634201945180201 DOI: https://doi.org/10.1590/s1678-4634201945180201

Moraes, R. C. C. (2010). Educação a distância e efeitos em cadeia [Distance learning and its effects]. Cadernos de Pesquisa, 40(140), 547–559. https://www.scielo.br/pdf/cp/v40n140/a1240140.pdf DOI: https://doi.org/10.1590/S0100-15742010000200012

Moraes, V. F. (2011). Desvantages do EaD [Disadvantages of distance learning]. Proceedings of the Congresso Nacional Universidade, EAD e Software Livre. http://www.textolivre.pro.br/blog/?p=1013

Ncube, S., & Motalenyane, A. M. (2020). Social distancing, cultural and psychological effects on learners in a rural setting in Zimbabwe. Journal of Ethnic and Cultural Studies, 7(3), 200-209. http://dx.doi.org/10.29333/ejecs/503 DOI: https://doi.org/10.29333/ejecs/503

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847 DOI: https://doi.org/10.1177/1609406917733847

Oliveira, E. (2020, June 9). Quase 40% dos alunos de escolas públicas não têm computador ou tablet em casa, aponta estudo [Nearly 40% of public-school students have no computers or tables at home]. G1. https://g1.globo.com/educacao/noticia/2020/06/09/quase-40percent-dos-alunos-de-escolas-publicas-nao-tem-computador-ou-tablet-em-casa-aponta-estudo.ghtml

Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs (10th ed.). Pearson.

Patto, M. H. S. (2013). O ensino a distância e a falência da educação [Distance learning and the decay of education]. Educação e Pesquisa, 39(2), 303–318. https://www.scielo.br/pdf/ep/v39n2/a02v39n2.pdf DOI: https://doi.org/10.1590/S1517-97022013000200002

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publishing.

Petruccelli, J. L., & Saboia, A. L. (Org.) (2013). Características étnico-raciais da população: Classificações e identidades [Population's ethnic-racial characteristics: Classifications and identities]. Estudos & Análises: Informação demográfica e socioeconômica, 2. https://biblioteca.ibge.gov.br/visualizacao/livros/liv63405.pdf

Prensky, M. (2014). Adopt and adapt: Twenty-first-century schools need twenty-first-century technology. In F. W. Parkay, E. J. Anctil, & G. Hass, Curriculum leadership: Readings for developing quality educational programs (10th ed., pp. 386–390). Pearson.

Roller, M. R., & Lavrakas, P. J. (2015). Applied qualitative research design: A total quality framework approach. The Guilford Press.

Sobel, D. (2013). Place-based education: Connecting classrooms and communities (2nd ed.). Orion.

Souza, A. R. (2013). O professor da educação básica no Brasil: Identidade e trabalho [Basic education teachers in Brazil: Identity and work]. Educar em. Revista, 48, 53–74. https://www.scielo.br/pdf/er/n48/n48a05.pdf DOI: https://doi.org/10.1590/S0104-40602013000200005

Souza, P. N. P. (2008). A revolução da EaD [The revolution of distance learning]. Diário de Cuiabá. http://diariodecuiaba.com.br/artigos/a-revolucao-da-ead/328024

Stake, R. E. (1995). The art of case study research. SAGE Publishing.

Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (3rd ed., pp. 443–454). SAGE Publications.

Tenente, L. (2020, May 26). 30% dos domicílios no Brasil não têm acesso à internet: Veja números que mostram dificuldades no ensino à distância [30% of Brazilian homes have no internet access: Numbers reveal challenges of online learning]. G1. https://g1.globo.com/educacao/noticia/2020/05/26/66percent-dos-brasileiros-de-9-a-17-anos-nao-acessam-a-internet-em-casa-veja-numeros-que-mostram-dificuldades-no-ensino-a-distancia.ghtml

Toheri, Winarso, W., & Haqq, A. A. (2020). Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning. European Journal of Educational Research, 9(2), 877-887. https://files.eric.ed.gov/fulltext/EJ1250377.pdf DOI: https://doi.org/10.12973/eu-jer.9.2.877

Tokarnia, M. (2020a, April 28). CNE autoriza atividades não presenciais em todas as etapas de ensino [CNE authorizes online activities for all education stages]. Agência Brasil. https://agenciabrasil.ebc.com.br/educacao/noticia/2020-04/cne-autoriza-atividades-nao-presenciais-em-todas-etapas-de-ensino

Tokarnia, M. (2020b, May 17). Brasil tem 4,8 milhões de crianças e adolescentes sem internet em casa [In Brazil, 4.8 million children and adolescents do not have internet access at home]. Agência Brasil. https://agenciabrasil.ebc.com.br/educacao/noticia/2020-05/brasil-tem-48-milhoes-de-criancas-e-adolescentes-sem-internet-em-casa

UNESCO (2020, May 13). Reopening schools: When, where and how? https://en.unesco.org/news/reopening-schools-when-where-and-how

UNICEF Brasil (2020, May 12). UNICEF alerta: Garantir acesso livre à internet para famílias e crianças vulneráveis é essencial na resposta à COVID-19 [UNICEF alerts: It is essential to ensure free internet access to vulnerable children and families to respond to COVID-19 challenges]. https://www.unicef.org/brazil/comunicados-de-imprensa/unicef-alerta-essencial-garantir-acesso-livre-a-internet-para-familias-e-criancas-vulneraveis

Vaismoradi, M., & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. Forum: Qualitative Social Research, 20(3), 1–14. https://doi.org/10.17169/fqs-20.3.3376

Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. Lancet Child and Adolescent Health, 4, 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X DOI: https://doi.org/10.1016/S2352-4642(20)30095-X

Yin, R. K. (2005). Case study research: Design and methods. SAGE Publications.