The Brazilian educational model is based on the positivist model of teaching. In the positivist school, discipline is recognized as a fundamental obligation of education. We can see this in the very structure of the “classroom” space: rowed chairs, the teacher at the front teaching and the entire hierarchical structure that comprises the classroom.
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However, with the pandemic, the educational model, in a mandatory way, basically migrated to the model Distance Learning (EaD) which, in a way, broke with the positivist model (relatively speaking).
In this way, with the return of face-to-face classes, students are once again adapting to not depending on technologies to study, unlike what happened in remote classes. In this sense, currently, the use of technologies can be a differential in schools.
For example, the use of a notebook adds a lot in terms of access speed and content, both for the teacher and for the student. In addition, there is the practicality of not having to carry the weight of notebooks and books, in addition to the fact that the student can view the didactic material at any time, updated much faster than the physicists.
Evidently, if used correctly, technology can provide a more complete teaching experience, with an immersive dimension. Another extremely positive aspect is the efficient management of students, since the compilation of data on student development allows for more coherent pedagogical interventions.
In fact, the implementation of these technologies in Brazilian public schools is still a distant dream, since so far there are no public policies for this issue.
Geographer and pseudo writer (or otherwise), I'm 23 years old, from Rio Grande do Sul, lover of the seventh art and everything that involves communication.
