Educational policies and the adaptation of indigenous students to Emergency Remote Education
a study in Higher Education
DOI:
https://doi.org/10.22567/rep.v12i2.948Keywords:
Public administration, Educationals policies, COVID-19, Indigenous, University educationAbstract
The COVID-19 pandemic suddenly dismantled the education system and showed profound weaknesses in public policies to anticipate and react to unforeseen events. Considering this aspect, this study aims to identify the factors and classify indigenous university students regarding to adaptation to Emergency Remote Teaching (ERE). For this purpose, an exploratory and descriptive survey was carried out with non-probabilistic sampling by accessibility with the 102 participants of the 305 indigenous students at the Federal University of Pará, Pará State, Brazil. Data obtained with digital questionnaires were treated with quantitative techniques under descriptive, correlational, and multivariate statistics (exploratory factor analysis and cluster analysis). Results showed three factors that explained 64.63% of the data variance and were named as "Organization in studies" (25.59%), "Place of studies" (25.29%), and "Use of technology" (13.75%). Cluster analysis identified three groups of respondents with different characteristics, but generally showed organized students, well-adapted to the use of technologies but with limitations regarding the place of study, an aspect that gives greater emphasis to student support actions. The conclusions reinforce the need to improve student assistance policies aimed at minority groups and recommend future evaluations to measure the dropout rate and readaptation of indigenous students to face-to-face activities in higher education institutions, in addition to learning
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