Abstract:

The Covid-19 pandemic forced higher education institutions to develop strategies so that the contagion reached the fewest number of people and promoted pedagogical methodologies that ensured the continuation of the teaching and learning process. The method to reduce contagion was based on implementing contingency plans defined at the national level, adapted to each institution. Thus, the great challenge for the institutions was to implement pedagogical methodologies that would guarantee teaching quality and respond to the quick and unexpected transition from essentially face-to-face teaching to emergency remote teaching.

This article intends to answer the following research question: What impact did pedagogical methodologies have on emergency remote education, and what impacts could they have in the future? The following objectives were outlined to answer this question: to analyze teachers' perception of the use of pedagogical methodologies during the Covid-19 pandemic and to identify the perspectives for adopting pedagogical methodologies in a post-pandemic scenario.

The research methodology adopted is predominantly quantitative, and in some situations, it may assume characteristics of a qualitative nature. Data were obtained through a questionnaire administered online, in May 2020, to the institution's professors to which the researchers belong. The number of teachers that responded to the questionnaire was 345. From the characteristics of the teachers, it is highlighted that the average age is 46 years old, whose academic degrees are: Bachelors 10%, Master's 32%, Doctorate 53%, Aggregation 2% and Others 3% (post-graduation and specialist title). The average number of years of service is 14.2. Regarding computer knowledge, teachers said they had advanced knowledge 34%, intermediate knowledge 56% and basic knowledge 10%.

Regarding the pedagogical methodologies used by the teachers during the pandemic, the following stand out: lecture class, flipped-classroom, and project/problem-based learning.

Based on the methodologies mentioned above, teachers' opinions regarding their adoption during the pandemic are pretty positive, as 84.6% said they were satisfied, very satisfied or completely satisfied, and 12.2% said they were not satisfied, and 3.2% were not at all satisfied.

From the perspective of adopting the pedagogical methodologies referred on a post-pandemic scenario, without the restrictions associated with remote teaching, the results of teachers in terms of favourable or unfavourable opinion to its use are as follows: lectures 84% are in favour of using this methodology and 16% unfavourable; flipped-classroom, 76% of teachers are in favour of using this methodology in the future and 22% unfavourable; project/problem-based learning 75% of teachers are in favour of using this methodology and 25% are unfavourable.

The Covid 19 pandemic has not yet ended, which makes it very difficult to predict changes in pedagogical methodologies in the long term. However, it is essential to address and deepen this theme, seeking to take advantage of the opportunity for change that has been created by the emergency remote teaching and use the know-how acquired by teachers to implement innovative pedagogical methodologies and allow more effective students support inside and outside the classroom.

Keywords:

Pedagogical methodologies, emergency remote teaching, higher education.