Estratégias adaptativas para a continuidade educacional: avaliação do potencial dos formatos de aprendizagem híbrida e assíncrona para contextos inclusivos em tempos de guerra

Mykola Dubinka; Nataliia Savchenko; Dolores Zavitrenko; Marharyta Bespalko; Andrii Yeromenko

doi:10.22633/rpge.v30iesp1.20894

Autores

Mykola Dubinka Universidade Estatal Central Ucraniana Volodymyr Vynnychenko https://orcid.org/0000-0001-7129-3750
Nataliia Savchenko Universidade Estatal Central Ucraniana Volodymyr Vynnychenko https://orcid.org/0000-0003-0420-3289
Dolores Zavitrenko Universidade Estatal Pedagógica Central Ucraniana Volodymyr Vynnychenko https://orcid.org/0000-0002-2005-4810
Marharyta Bespalko Universidade Nacional de Economia de Odessa https://orcid.org/0000-0002-9312-6758
Andrii Yeromenko Universidade Estatal Pedagógica de Sumy https://orcid.org/0000-0002-4349-4288

DOI:

https://doi.org/10.22633/rpge.v30iesp1.20894

Palavras-chave:

Professor de instituição de educação básica, Educação inclusiva, Ensino a distância, Lei marcial, Desenho universal para a aprendizagem

Resumo

Este estudo tem como objetivo examinar sistematicamente as oportunidades e limitações da aprendizagem remota inclusiva sob lei marcial, com base em uma síntese de dados oficiais para o período de 2022 a 2025. A metodologia combina análise de conteúdo de relatórios da UNESCO, do ACNUR, do Banco Mundial, da UIT, do UNICEF e do Ministério da Educação e Ciência da Ucrânia com análise comparativa, estatística descritiva e classificação de indicadores em quatro dimensões: acessibilidade, barreiras à inclusão, medidas de apoio e estratégias adaptativas. Os resultados mostram padrões diversos de participação de estudantes ucranianos na educação europeia e significativa desigualdade digital territorial, juntamente com danos em larga escala à infraestrutura educacional. Os principais obstáculos incluem interrupções por alertas de ataque aéreo e quedas de energia, enquanto as respostas adaptativas envolvem aprendizagem assíncrona, cronogramas híbridos e salas de aula subterrâneas. O estudo conclui que a educação remota inclusiva é viabilizada pelo suporte tecnológico e pela flexibilidade organizacional, mas são necessárias respostas de políticas públicas de longo prazo para enfrentar desigualdades persistentes e a sobrecarga psicológica.

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Biografia do Autor

Mykola Dubinka, Universidade Estatal Central Ucraniana Volodymyr Vynnychenko

Doutor em Ciências Pedagógicas. Professor Associado, Professor Associado do Departamento de Ciências da Educação, Faculdade de Ciências da Educação e Artes, Universidade Estatal Central Ucraniana Volodymyr Vynnychenko, Kropyvnytskyi, Ucrânia.

Nataliia Savchenko, Universidade Estatal Central Ucraniana Volodymyr Vynnychenko

Doutor em Ciências Pedagógicas, Professor, Departamento de Ciências da Educação, Faculdade de Ciências da Educação e Artes, Universidade Estatal Central Ucraniana Volodymyr Vynnychenko.

Dolores Zavitrenko, Universidade Estatal Pedagógica Central Ucraniana Volodymyr Vynnychenko

Candidato em Ciências Pedagógicas, Professor Associado, Professor Associado do Departamento de Educação Especial, Faculdade de Ciências da Educação e Artes, Universidade Estatal Pedagógica Central Ucraniana Volodymyr Vynnychenko, Kropyvnytskyi, Ucrânia.

Marharyta Bespalko, Universidade Nacional de Economia de Odessa

Pós-graduando na Faculdade de Educação Social e Psicológica, Universidade Estatal Pedagógica Pavlo Tychyna de Uman, Uman, Ucrânia; Diretor da Instituição Municipal “Centro de Recursos Inclusivos” do Conselho do Assentamento de Dobroslav, Odessa, Ucrânia; Professor Sênior do Departamento de Línguas e Formação Psico-Pedagógica, Universidade Nacional de Economia de Odessa, Odessa, Ucrânia.

Andrii Yeromenko , Universidade Estatal Pedagógica de Sumy

Candidato em Artes, Professor Associado, Chefe do Departamento de Arte Musical, Instituto de Cultura e Artes TSI, Universidade Estatal Pedagógica de Sumy nomeada em homenagem a A. S. Makarenko, Sumy, Ucrânia.

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