0069/2025 - Ensino remoto em cursos de pós-graduação em saúde na Fiocruz: subsídios para tomada de decisão na gestão do ensino Ensino remoto em cursos de pós-graduação em saúde na Fiocruz: subsídios para tomada de decisão na gestão do ensino
O ensino remoto emergencial (ERE) trouxe reflexões sobre as práticas pedagógicas, que passaram a ser mediadas por tecnologias digitais. Busca-se analisar fatores associados ao ERE no processo de aprendizagem, a partir da ótica de pós-graduandos em saúde da Fiocruz. Foi utilizada base secundária de dados de cursos Lato (LS) e Stricto Sensu (SS). Participaram 736 discentes (302 LS e 434 SS) com matrícula ativa entre 2020-2022. Foi aplicado questionário digital anônimo sobre perfil discente, organização/experiência com ERE, relação institucional e o impacto do ERE no processo de aprendizagem. Utilizou-se modelo de regressão logística bruta e ajustado bivariada. Os resultados mostram que o prejuízo de atividades acadêmicas teóricas (RC 0,15 LS e RC 0,05 SS) e teórico-práticas (RC 0,18 LS e RC 0,28 SS) tiveram menos chance de impacto positivo na aprendizagem, assim como estabelecer interação regular (RC 0,32 LS e RC 0,15 SS) e ruim (RC 0,09 LS) com os docentes. Assistir a maior parte das aulas remotas em casa/outros espaços teve 3,44 vezes mais chance de impacto positivo nos alunos LS, assim como receber algum apoio da instituição (RC 2,58); já no SS, o resultado foi inverso. Os achados revelam elementos chave do ensino mediado por tecnologias educacionais na pós-graduação.
Palavras-chave:
Ensino, Avaliação da educação, Educação de Pós-Graduação.
Abstract:
Emergency remote teaching (ERT) brought reflections on pedagogical practices, which is mediated by digital technologies. The aim is to analyze associated factors with ERT in the learning process, from the perspective of postgraduate health students at the Fiocruz. A secondary database was used in the context of the Lato (LS) and Stricto Sensu (SS). 736 students participated (302 from LS and 434 from SS) with active registration between 2020-2022. An anonymous digital questionnaire was applied about student profile, organization/experience with remote teaching, institutional relationship and impact of ERT on the learning process. A crude and bivariate adjusted logistic regression model was used. The results show that the loss of theoretical (RC 0.15 LS and RC 0.05 SS) and theoretical-practical (RC 0.18 LS and RC 0.28 SS) had less chance of having a positive impact on learning, thus as regular (RC 0.32 LS and RC 0.15 SS) and poor (RC 0.09 LS) interaction with teachers. Attending most remote classes at home/other spaces was 3.44 more likely to have a positive impact on LS students, as was receiving support from the Institution (OR 2.58); in the SS, the result was the opposite. The results reveal fundamental elements of teaching mediated by educational technologies in postgraduate studies.
Ensino remoto em cursos de pós-graduação em saúde na Fiocruz: subsídios para tomada de decisão na gestão do ensino
Resumo (abstract):
Emergency remote teaching (ERT) brought reflections on pedagogical practices, which is mediated by digital technologies. The aim is to analyze associated factors with ERT in the learning process, from the perspective of postgraduate health students at the Fiocruz. A secondary database was used in the context of the Lato (LS) and Stricto Sensu (SS). 736 students participated (302 from LS and 434 from SS) with active registration between 2020-2022. An anonymous digital questionnaire was applied about student profile, organization/experience with remote teaching, institutional relationship and impact of ERT on the learning process. A crude and bivariate adjusted logistic regression model was used. The results show that the loss of theoretical (RC 0.15 LS and RC 0.05 SS) and theoretical-practical (RC 0.18 LS and RC 0.28 SS) had less chance of having a positive impact on learning, thus as regular (RC 0.32 LS and RC 0.15 SS) and poor (RC 0.09 LS) interaction with teachers. Attending most remote classes at home/other spaces was 3.44 more likely to have a positive impact on LS students, as was receiving support from the Institution (OR 2.58); in the SS, the result was the opposite. The results reveal fundamental elements of teaching mediated by educational technologies in postgraduate studies.
Avanci, JQ, Delgado,I., Caetano, E., Borges, G., Silva, R.M., Lucia-Luiza, V, Stochero, L., Pinheiro, S., Souza-Santos, R. Ensino remoto em cursos de pós-graduação em saúde na Fiocruz: subsídios para tomada de decisão na gestão do ensino. Cien Saude Colet [periódico na internet] (2025/mar). [Citado em 14/08/2026].
Está disponível em: http://cienciaesaudecoletiva.com.br/artigos/ensino-remoto-em-cursos-de-posgraduacao-em-saude-na-fiocruz-subsidios-para-tomada-de-decisao-na-gestao-do-ensino/19545?id=19545&id=19545
