Abstract
Objective
This study aims to analyze remote teaching in the university context in times of pandemic from the perspective of teachers who work with inventive education. It focuses on theoretical-practical experiences conducted in three universities in Brazil and Chile.
Method
The experience report was used as a method in this research, enabling analysis of the education process based on experiential disciplines taught remotely.
Results
Inventive education contributed to the processes of communication, knowledge of oneself and the other, and the promotion of group work among students. Through artistic and bodily activities, some challenges related to structural, virtual, curricular, and cultural issues could be highlighted. Modulating the involvement and study of artistic and bodily experiences, especially with students, can assist in the process of transversality in occupational therapy practices, enabling their participation in unknown territories, mobilizing affections and creating spaces capable of managing different forms of interaction, contact and approximation, working and strengthening personal and social aspects.
Conclusion
Different situations were evidenced between the three universities where the inventive education allowed teachers and students to approach their everyday activities, stimulating the process of communication, knowing oneself and the other, and promoting group work. However, it is evident that remote teaching does not replace face-to-face classes and that, despite all the difficulties, occupational therapy teachers facilitated the process of adapting to realities in possible contexts.
Keywords:
Occupational Therapy; Higher Education; Coronavirus; Professional Training; Virtual Reality