Educação 4.0, aulas remotas e os processos de ensino-aprendizagem no curso de pedagogia: limites e possibilidades no contexto emergente

Abstract

The object of this research was Education 4.0, delimited in the Pedagogy course at the State University of Goiás, West Campus – São Luís de Montes Belos headquarters, in the conception of students of the course regarding the teaching-learning process with the use of technologies, considering the pandemic ( 2020-2021). It presented itself as problematic: what are the limits and possibilities of education 4.0 in the Pedagogy course at the State University of Goiás, West Campus - headquarters São Luís de Montes Belos? The general objective of the research was to analyze the limits and possibilities of Education 4.0 in the Pedagogy course at the State University of Goiás, West Campus - São Luís de Montes Belos headquarters. Therefore, the specific objectives were: 1. Carry out the state of the art of the last 05 years in the theses and dissertations database of CAPES, 2. Historicize Education 4.0, 3. Discuss Education 4.0 and its methodologies, 4. Contextualize the pandemic in the world, in Brazil, in Goiás and in São Luís de Montes Belos, 5. Introduce the UEG and the Pedagogy course, 6. Understand the teaching-learning process and the relationship betweentechnologies, methodologies and Education 4.0 considering the course curriculum and 7. Analyze the students' conception of the teaching-learning processes in this context. The research is justified by the global emergency situation, as well as the need to understand this movement, both in terms of training and teaching work permeating the teaching-learning processes. The sets and processes employed in the research approached historical-dialectical materialism. The research was of an applied nature, whose objectives are explanatory-analytical, in a quantitative-qualitative approach with procedures of bibliographical analysis, and state of the art, documental and case study with application of mixed questionnaire. Remote classes point to the use of media resources and diverse methodologies in an emerging context in which the student's protagonism left something to be desired. Education 4.0 and it’s trends are shown together with industrial developments, however, in view of access issues, it is possible to verify limits and possibilities in the Pedagogy course, which interfere with student training. Perhaps Education 4.0 will occur, with the guarantee of internet access with devices that support the student's demands and protagonism. It’s hoped that the results of this research will enable changes in the way of thinking about the teaching-learning processes, through strategies and methodologies, well decision-making in relation to teacher training at UEG, with regard to Education 4.0, in the post -pandemic, also considering the emerging context.