ABSTRACT
The text seeks to discuss the impacts of the Covid-19 pandemic on the educational sector considering the rise and deepening of learning-market. The spread of contagion directly affected educational systems across the globe. Remote education emerges as a solution by governments to reduce the consequences of the suspension of classes. The use of these resources in a centralized way expresses the interests of the learning market, since the financialization of education is deepened by the purchase of packages from EdTechs companies by the public sector. It appears that business sectors linked to some spheres of education, especially distance education through the sale of technological resources and with the work of EdThecs seek to carry out learning-market in an opportunistic way and without considering the future of state public education and students from popular layers.
ABSTRACT
The text seeks to discuss the impacts of the Covid-19 pandemic on the educational sector considering the deepening of learning-market. Remote education emerges as a solution by governments to reduce the consequences of the suspension of classes. The use of these resources in a centralized way expresses the interests of the learning market, since the financialization of education is deepened by the purchase of packages from EdTechs companies by the public sector. It appears that business sectors linked to some spheres of education, especially distance education through the sale of technological resources and with the work of EdTechs seek to carry out learning-market in an opportunistic way and without considering the future of state public education and students from popular layers.
ABSTRACT
Due to Covid-19 pandemic, adaptations for carrying out remote work have become necessary in various sectors of society. Among these, the educational area was one of the most impacted and, with the goal of creating a "new normal", activities that used to be face-to-face are now performed online. Considering the importance of society-university integration, the university outreach programs, which form one of the pillars of the public university, also had to be adapted so the activities would continue. This paper presents the planning and execution strategies adopted by the Fast Girls outreach project team. This project is an initiative of the Faculty of Technology in partnership with other units of the University of Brasília and has the purpose of motivating girls and young women, students of basic public education from the outskirts of Brasília to pursue careers in the STEM areas (Science, Technology, Engineering and Mathematics). In this process, active teaching-learning strategies based on pedagogical workshops with hands-on activities, games, interactive lectures, women’s testimonials, and conversation rounds were used. Meanwhile the difficulties encountered, as well as the results achieved were identified and discussed, highlighting the enriching character of these procedures for the undergraduate students in terms of their ability to adapt to the execution of the teaching-learning methods in face of the new reality. In this conception, the work presents positive results, extending the benefits of the use of active learning strategies beyond basic education, reaching undergraduate students, even in times of distance education. © 2021 University of Minho. All rights reserved.