Abstract
Abstract: Introduction: Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, consequently, reduce social and digital exclusion. Development: Having that in mind, this article aims at offering a reflection on the teaching of bioethics under the perspective of social justice and education. Within this context, the students’ socioeconomic profile cannot be ignored in the planning of online education, since it directly affects students’ accessibility to academic activities through the use of computers and the internet. Therefore, this article proposes the use of moral intelligence skills as learning goals, in addition to revising and contextualizing pre-existing problems prior to the new reality of didactic contents. Moreover, it proposes a reflection on how bioethics may contribute to the discussions on the increase in social inequalities during this moment of crisis. Conclusion: The reflections presented in this article can be used in both remote, face-to-face and hybrid teaching contexts.
Highlights
Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, reduce social and digital exclusion
In Brazil, with the suspension of educational activities, the Ministry of Education (MEC) issued several ordinances, and the last one, N. 544, of June 17, 2020, authorized the replacement of disciplines that were taught in person by classes taught in digital environments, using information and communication technologies (ICTs) or other conventional means[1]
According to the Universidade de Campinas (UNICAMP) survey during the pandemic, it was observed that the majority (80%) of students accessed the classes via computer, notebook, or cell phone; that only 10% accessed classes exclusively by cell phone, and 10% accessed by tablet[3]
Summary
In March 2020, the World Health Organization (WHO) announced the pandemic of the new coronavirus (SARSCoV-2), leading to the adoption of several measures in an attempt to reduce the contamination curve of the world’s population. The main accessibility problems were: unstable internet connection and/or access exclusively via mobile networks; greater difficulty in following activities transmitted through web conferences and virtual meetings, as well as difficulties in accessing activities on digital platforms and image applications[3] These data, not generalizable, do not exclude the relevance of observing these students who entered an elite course, and who cannot be ignored when planning an online education. From the perspective of equality in online education, assumes that individuals who are part of privileged or oppressed groups have their teaching and learning opportunities influenced by this association with a social group Their specificities and oppression mechanisms, which may arise in the pedagogical and curricular choices of educational institutions, must be taken into account
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