Teaching and learning in Social Psychology in emergency remote education
DOI:
https://doi.org/10.17058/psiunisc.v5i2.16224Keywords:
Social Psychology, Educational technology, Teaching methods, Social equality, Pandemic.Abstract
The pandemic of the new coronavirus, given the need for social distance, brought the challenge of Emergency Remote Education to universities. The purpose of this article is to reflect on the experiences built over a semester in the discipline of Social Psychology, in the remote mode of teaching. Inspired by the engaged pedagogy of bell hooks, we reflected on three teachings from this experience: the pandemic is not democratic - the denial of the right to education; understanding the ERE and the limits of the lecture - conversation and sharing stories; and collaborative online learning, the learning community and critical thinking. We emphasize that the use of digital information and communication technologies enabled the construction of significant learning, but we have as challenges the appropriation of these more participatory methodologies in the face-to-face model and the monitoring and inclusion of students who, for various reasons, were unable to link to the remote semester. Probably the difficulties experienced by these students already existed, but the social, cultural and economic conditions that support social inequalities have become more visible with the pandemic, and this should make us aware when we return to classes in person.The pandemic of the new coronavirus, given the need for social distance, brought the challenge of Emergency Remote Education to universities. The purpose of this article is to reflect on the experiences built over a semester in the discipline of Social Psychology, in the remote mode of teaching. Inspired by the engaged pedagogy of bell hooks, we reflected on three teachings from this experience: the pandemic is not democratic - the denial of the right to education; understanding the ERE and the limits of the lecture - conversation and sharing stories; and collaborative online learning, the learning community and critical thinking. We emphasize that the use of digital information and communication technologies enabled the construction of significant learning, but we have as challenges the appropriation of these more participatory methodologies in the face-to-face model and the monitoring and inclusion of students who, for various reasons, were unable to link to the remote semester. Probably the difficulties experienced by these students already existed, but the social, cultural and economic conditions that support social inequalities have become more visible with the pandemic, and this should make us aware when we return to classes in person.Downloads
References
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