The elephant in the (class)room: emergency remote teaching in an ecological perspective

Junia de Carvalho Fidelis Braga; Antonio Carlos Soares Martins; Marcos Racilan

Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/58673

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DC Field	Value	Language
dc.creator	Junia de Carvalho Fidelis Braga	pt_BR
dc.creator	Antonio Carlos Soares Martins	pt_BR
dc.creator	Marcos Racilan	pt_BR
dc.date.accessioned	2023-09-14T18:49:41Z	-
dc.date.available	2023-09-14T18:49:41Z	-
dc.date.issued	2021	-
dc.citation.volume	21	pt_BR
dc.citation.issue	4	pt_BR
dc.citation.spage	1071	pt_BR
dc.citation.epage	1101	pt_BR
dc.identifier.doi	https://doi.org/10.1590/1984-6398202117890	pt_BR
dc.identifier.issn	19846398	pt_BR
dc.identifier.uri	http://hdl.handle.net/1843/58673	-
dc.description.abstract	A maioria dos professores está trabalhando de casa e usando ferramentas digitais para mediar suas aulas em resposta à demanda de transição de aulas presenciais para aulas online devido à pandemia do COVID-19. Com base na abordagem ecológica, este artigo relata um estudo qualitativo que visa compreender como as tecnologias digitais se integram às práticas de ensino durante o Ensino Remoto Emergencial. Setenta e seis professores de línguas responderam a um questionário semi-estruturado sobre suas experiências. Os resultados mostram como a rede criada com seus pares apoiou essa experiência e desempenhou um papel crucial na apropriação dessas tecnologias. Além disso, os resultados sugerem que essa rede pode ter contribuído para a normalização do uso da tecnologia digital.	pt_BR
dc.description.resumo	Most teachers are working from home and using digital tools to mediate their classes as a response to a demand for transitioning face-to-face to online classes due to the COVID-19 pandemic. Drawing on the ecological approach, this paper reports a qualitative study that aims to understand how digital technologies are integrated in the teaching practices during the Emergency Remote Teaching. Seventy-six language teachers answered a quasi-structured questionnaire about their experiences. The findings show how the network created with their peers scaffolded this experience and played a crucial role in their appropriation of those technologies. Moreover, the findings suggest that this network may have contributed to the “normalisation” of digital technology use.	pt_BR
dc.format.mimetype	pdf	pt_BR
dc.language	eng	pt_BR
dc.publisher	Universidade Federal de Minas Gerais	pt_BR
dc.publisher.country	Brasil	pt_BR
dc.publisher.department	FALE - FACULDADE DE LETRAS	pt_BR
dc.publisher.initials	UFMG	pt_BR
dc.relation.ispartof	Revista Brasileira de Linguística Aplicada	pt_BR
dc.rights	Acesso Aberto	pt_BR
dc.subject	Emergency Remote Teaching	pt_BR
dc.subject	Ecological perspective	pt_BR
dc.subject	Normalisation	pt_BR
dc.subject	Language teaching	pt_BR
dc.subject	Digital technologies	pt_BR
dc.subject	Smartphones	pt_BR
dc.subject.other	Tecnologia educacional	pt_BR
dc.subject.other	Ensino auxiliado por computador	pt_BR
dc.title	The elephant in the (class)room: emergency remote teaching in an ecological perspective	pt_BR
dc.title.alternative	O elefante na sala(de aula): Ensino Remoto Emergencial em uma perspectiva ecológica	pt_BR
dc.type	Artigo de Periódico	pt_BR
dc.url.externa	https://www.scielo.br/j/rbla/a/gZ3B63wPwmfDVfNXFMGTpzr/?lang=en#	pt_BR
dc.identifier.orcid	https://orcid.org/0000-0002-8450-2061	pt_BR
dc.identifier.orcid	https://orcid.org/0000-0001-8700-0115	pt_BR
dc.identifier.orcid	https://orcid.org/0000-0002-0382-2443	pt_BR
Appears in Collections:	Artigo de Periódico

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