Ensino emergencial remoto: uma perspectiva da neurofisiologia

Autores

  • André Almo de Moraes Coutinho Universidade do Estado do Rio de Janeiro
  • Regina Célia Cussa Kubrusly Universidade Federal Fluminense
  • Vladimir Pedro Peralva Borges-Martins Universidade Federal Fluminense

Palavras-chave:

EaD, EER, Aula Síncrona, Empatia, Estresse

Resumo

No ano de 2020, iniciou-se uma emergência de saúde pública mundial. A fim de frear a transmissão do SARS CoV-2, foram aplicadas medidas de distanciamento social, que reduziram o contato interpessoal e deflagraram mudanças profundas em comportamentos relacionados à interação social. Os sistemas educacionais ao redor do mundo têm se adaptado a esta nova realidade, adotando protocolos emergenciais caracterizados, em grande parte, pela substituição das atividades presenciais pelas virtuais. O objetivo deste artigo é dialogar sobre os impactos do distanciamento social no ensino superior através de uma abordagem neurofisiológica, conectando estresse, empatia e o contexto histórico do ensino emergencial quando comparado ao Ensino à Distância, além das ferramentas à nossa disposição e as complexidades do ambiente virtual. Os professores devem estar conscientes do impacto do estresse e do uso de ferramentas digitais e de ensino à distância na formação dos estudantes, buscando formas responsáveis de passar por este momento histórico e estratégias para lidar eficientemente com os desafios no ensino evocados pela pandemia.

Biografia do Autor

André Almo de Moraes Coutinho, Universidade do Estado do Rio de Janeiro

A. Almo é graduado em Biomedicina (UFF). Mestrando no Programa de Alimentação, Nutrição e Saúde do Departamento de Nutrição Básica e Experimental da Universidade do Estado do Rio de Janeiro (UERJ).

Regina Célia Cussa Kubrusly, Universidade Federal Fluminense

R.C.C. Kubrusly é graduada em Ciências Biológicas (FEFACEL), Mestre e Doutora em Biofísica (UFRJ) e possui pós-doutorado em Neurociências (Harvard Medical School). Atua como Professora Associada IV no Departamento de Fisiologia e Farmacologia (UFF).

Vladimir Pedro Peralva Borges-Martins, Universidade Federal Fluminense

V.P.P. Borges-Martins é graduado em Biomedicina (UFF). Mestre em Ciências Biomédicas - Fisiologia e Farmacologia (UFF). Doutorando no Programa de Neurociências (UFF).

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Publicado

2021-08-30

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Coutinho, A. A. de M., Kubrusly, R. C. C., & Borges-Martins, V. P. P. . (2021). Ensino emergencial remoto: uma perspectiva da neurofisiologia. Ciências & Cognição, 26(1). Recuperado de https://cienciasecognicao.org/revista/index.php/cec/article/view/1755

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Ensaios Acadêmicos / Essays