Revisão crítica da literatura: o ensino universitário na pós-pandemia
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog24.02081413Palavras-chave:
ensino, pandemia, análise documental, tecnologias de comunicação, educação superior.Resumo
Introdução: Mais de dois anos após a Organização Mundial da Saúde declarar a pandemia de Covid-19, as instituições de ensino superior começaram a retomar as atividades presenciais no que é conhecido como educação pós-pandêmica. Método: Este trabalho é uma revisão crítica e sistematizada sobre o ensino universitário pós-pandêmico, utilizando o método SALSA (Grant & Booth, 2009), com o qual foi elaborado um plano que incluiu a busca de literatura nas bases de dados Scopus, Eric, Google Acadêmico, BidiUNAM e Scielo. Foram incluídos 42 textos de diferentes países que foram analisados qualitativamente. Resultados: Foram analisados estudos realizados em 24 países diferentes, dos quais emergiram cinco categorias de análise de acordo com o conteúdo dos textos: a) Transição para a educação híbrida; b) Competências e formação de professores; c) Impacto e lições aprendidas com a educação remota e digital; d) Possibilidades e restrições no acesso a práticas digitais; e) Modelos educacionais para o pós-pandemia. Conclusões: Foi observada uma tendência geral de considerar a educação pós-pandêmica como uma continuidade no uso de tecnologias digitais; a construção de um modelo híbrido que é entendido de forma polissêmica; uma transição para atividades onde os alunos têm um papel protagonista; a necessidade de formação de professores em diferentes tipos de habilidades; bem como formular teoricamente o que significa a educação sob um modelo híbrido ou misto.
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