La Grande Illusion – A Grande Ilusão

Abstract

A recente pandemia tornou evidentes para quase todos nos as grandes vantagens do ensino presencial e as grandes limitacoes do ensino remoto. Mas vale a pena revisitar um pouco as ilusoes que estavam por detras de alguma encomiastica defesa do ensino remoto, pois esse debate, que hoje encontra suporte em dados cientificos, pode levar-nos a melhorar tanto o ensino presencial como a minorar inconvenientes do ensino remoto. Essa melhoria e tanto mais importante quanto a pandemia nos trouxe atrasos ou mesmo retrocessos no esforco educativo. Com base em investigacao cientifica muito recente, defende-se neste artigo que a resposta aos inconvenientes da pandemia nao pode ser apenas manter os estudantes ocupados e em contacto com a escola e a aprendizagem. A resposta deve ser acelerar o ritmo e a qualidade da educacao. Para o fazer, e ainda mais importante prosseguir um curriculo exigente e ambicioso e proceder a uma avaliacao de resultados frequente e rigorosa. Os meios remotos podem ser um complemento valioso do ensino presencial. Abstract The pandemic made visible both the great advantages of face-to-face teaching and the great disadvantages of remote learning. It is nevertheless interesting to revisit a few illusions behind some hagiographic defence of remote learning. Today, this debate can be supported by scientific evidence and it can lead to improvements both in the face-to-face and in the remote teaching. These improvements are more than necessary at this moment, as the pandemic brought about serious delays in the learning processes. With support on recent scientific research, this paper sustains that the answer to the pandemic cannot be to just keep students in contact with school activities. The answer ought to be to accelerate the educational pace and to improve the educational quality. For this purpose, we need an ambitious and rigorous curriculum and frequent and reliable student evaluations. Remote learning should not be separated from the general learning process but integrated in it and seen as a complement to face-to-face schooling. Keywords Blended learning, digital remote teaching, digital romanticism, pandemic