Implicações do ensino remoto na formação acadêmico-profissional dos (as) estudantes de graduação em Serviço Social da Universidade Estadual da Paraíba no contexto da pandemia da Covid-19

Abstract

This study analyzes the inflections provoked by remote teaching on the formative process of undergraduate students in Social Work at the State University of Paraíba, in the context of the Covid-19 pandemic, taking as reference the training project expressed in the 1996 Curriculum Guidelines. The research was guided by the dialectical critical method, developed through a quantitative-qualitative approach. Some of the guiding categories of the research were: neoliberalism, capital crisis, precariousness and intensification of work, and counter-reform of the State. Some of the intellectual categories were: remote teaching and academic-professional training. This is a bibliographic, documentary, and field research. We conducted bibliographic research through ebooks, articles, and periodicals that address the theme of emergency remote teaching and academic-professional training in Social Work in the context of the structural crisis of capital and intensification of labor exploitation through Digital Information and Communication Technologies. Through documentary research, we accessed institutional documents within the scope of UEPB that supported the implementation of ERE, as well as documents issued by representative entities of Social Work during the pandemic period. The field research was mediated by an online questionnaire sent to students and teachers of the Social Work course at UEPB. The results indicated that the main difficulties faced by students relate to: lack of interaction during classes, absence of adequate physical space to develop remote activities, demotivation, and fatigue. Teachers signaled pedagogical difficulties regarding the evaluation process, workload overload, difficulties in reconciling work demands with household demands, and little participation and involvement of students in classes. We emphasize the importance of developing actions aimed at reducing the negative impacts of remote teaching on training.