The teaching approach for Ukrainian children affected by war: addressing challenges in the 21st Century

Auteurs-es

DOI :

https://doi.org/10.20873/uft.rbec.e17332

Résumé

A abordagem de ensino para crianças ucranianas afetadas pela guerra: enfrentando os desafios do século XXI                               

O artigo examina aspectos históricos, pedagógicos e axiológicos relativos à educação de crianças afetadas pelas consequências traumáticas da invasão total da Ucrânia pela Rússia em fevereiro de 2022. Com base em uma análise abrangente da literatura científica, o artigo elucida as dimensões antropológicas da guerra russo-ucraniana, destaca as características existenciais dos ucranianos e delineia as circunstâncias atuais das crianças afetadas pelas operações militares. Essas percepções estabelecem a base para a organização do processo educacional no país. O método de uma pesquisa por questionário on-line possibilitou o estudo dos desafios típicos enfrentados pelos professores ucranianos ao trabalhar com alunos em tempos de guerra. Os resultados da pesquisa identificaram vários obstáculos proeminentes no processo educacional, incluindo desafios relacionados à comunicação aluno-professor resultantes de angústia psicoemocional e estados depressivos. Além disso, as condições educacionais instáveis causadas por ataques aéreos periódicos, hostilidades contínuas e interrupções intermitentes de energia, bem como o acesso limitado à Internet de alta velocidade e às TIC necessárias para o aprendizado, foram identificados como obstáculos significativos. Outros desafios dizem respeito à adaptação, à saudade de casa e às opções limitadas para organizar atividades educacionais e cognitivas, entre outros. Usando uma abordagem de análise de dados empíricos, o autor realiza uma avaliação quantitativa e qualitativa abrangente dos resultados da pesquisa. A avaliação permite a identificação dos métodos e técnicas mais eficazes usados pelos professores ucranianos ao trabalhar com crianças afetadas pela guerra. A importância da flexibilidade e da adaptabilidade no planejamento educacional é destacada, incluindo a necessidade de modificar o modo dual de aprendizagem nas instituições educacionais, aplicando a combinação de formatos síncronos e assíncronos nas interações pedagógicas e individualizando as abordagens de ensino.

Palavras-chave: crianças de guerra, educação ucraniana em tempos de guerra, processo educacional, métodos de ensino a distância.

 

The teaching approach for Ukrainian children affected by war: addressing challenges in the 21st Century

АBSTRACT. The article examines historical, pedagogical, and axiological aspects concerning the education of children impacted by the traumatic effects of russia's full-scale invasion of Ukraine in February 2022. Based on an in-depth examination of scholarly literature, the anthropological aspects of the Russian-Ukrainian conflict have been explained, along with the existential traits of Ukrainians and the present conditions faced by children impacted by military operations. These insights lay the foundation for organizing the educational process within the country. The implementation of an online questionnaire survey methodology enabled the examination of common challenges experienced by Ukrainian teachers when working with students during times of conflict. The research findings have identified several prominent obstacles in the educational process, including challenges related to student-teacher communication resulting from psycho-emotional distress and depressive disorders. Moreover, unstable educational conditions caused by periodic air raids, ongoing hostilities, and intermittent power outages, as well as limited access to high-speed Internet and necessary ICT for learning, have been identified as significant hurdles. Further challenges revolve around adaptation, homesickness, and limited options for organizing educational and cognitive activities. Using an empirical data analysis approach, the authors conduct a comprehensive quantitative and qualitative assessment of the research findings. The assessment facilitates the identification of the most efficient methods and techniques used by Ukrainian teachers when working with children affected by war. The significance of flexibility and adaptability in educational planning has been highlighted, including the necessity to modify the dual mode of learning in educational institutions, implementing the combination of synchronous and asynchronous formats in pedagogical interactions, and individualizing teaching approaches.

Keywords: children of war, Ukrainian wartime education, educational process, distance teaching methods.

 

Enfoque pedagógico de lós niños ucranianos afectados por La guerra: uma respuesta a lós retos del siglo XXI

RESUMEN. El artículo examina aspectos históricos, pedagógicos y axiológicos relativos a la educación de los niños afectados por las traumáticas consecuencias de la invasión a gran escala de Ucrania por parte de Rusia en febrero de 2022. A partir de un análisis exhaustivo de la literatura científica, el artículo dilucida las dimensiones antropológicas de la guerra ruso-ucraniana, destaca las características existenciales de los ucranianos y delinea las circunstancias actuales de los niños afectados por las operaciones militares. Estas percepciones sientan las bases para organizar el proceso educativo en el país. El método de encuesta por cuestionario en línea permitió estudiar los retos típicos a los que se enfrentan los profesores ucranianos al trabajar con alumnos en tiempos de guerra. Los resultados de la investigación han identificado varios obstáculos destacados dentro del proceso educativo, incluidos los retos relacionados con la comunicación entre alumnos y profesores derivados de la angustia psicoemocional y los estados depresivos. Además, se han identificado como obstáculos importantes las condiciones educativas inestables causadas por los ataques aéreos periódicos, las hostilidades en curso y los cortes intermitentes de electricidad, así como el acceso limitado a Internet de alta velocidad y a las TIC necesarias para el aprendizaje. Otros retos se refieren a la adaptación, la nostalgia y las limitadas opciones para organizar actividades educativas y cognitivas, entre otros. Utilizando un enfoque de análisis empírico de datos, el autor lleva a cabo una evaluación cuantitativa y cualitativa exhaustiva de los resultados de la investigación. La evaluación permite identificar los métodos y técnicas más eficaces utilizados por los profesores ucranianos cuando trabajan con niños afectados por la guerra. Se destaca la importancia de la flexibilidad y la adaptabilidad en la planificación educativa, incluida la necesidad de modificar el modo dual de aprendizaje en las instituciones educativas, aplicando la combinación de formatos síncronos y asíncronos en las interacciones pedagógicas e individualizando los enfoques de enseñanza.

Palabras clave: niños de la guerra, educación ucraniana en tiempos de guerra, proceso educativo, métodos de enseñanza a distancia.

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Biographie de l'auteur-e

Valentyna Delenko, Ivan Franko National University of Lviv, Ukraine

PhD in Pedagogical Sciences, Assistant of the Department of Preschool and Primary Education

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Publié-e

2023-12-16

Comment citer

Budnyk, O., Delenko, V., Dmytryshchuk, N., Podanovska, H., Kuras, V., & Fomin, K. (2023). The teaching approach for Ukrainian children affected by war: addressing challenges in the 21st Century. Brazilian Journal of Rural Education, 8, e17332. https://doi.org/10.20873/uft.rbec.e17332

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Artigo Especial / Special Article

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