Percepção docente sobre o ensino remoto emergencial e relação com as práticas pedagógicas

Abstract

A pandemic characterized by the presence of a virus with its high transmissibility and lethality has devastated the world, leading to sudden changes in the daily lives of people around the world. The education sector has been one of the hardest hits, with everyone having to quickly adapt to remote classes with little knowledge of the necessary technology. This generates pain in the need to reinvent, especially for teachers. The present work sought to analyze the perceptions of E.E.M.T.I. Department Joaquim de Figueiredo Correia on emergency remote teaching, identifying strategies used to teach classes, as well as in science teaching to promote learning. This research has a descriptive exploratory character, aiming to observe, systematize and identify the difficulties encountered in remote teaching. While the qualitative approach, in view of the information were investigated and obtained in view of the experienced reality. For the production of data for this research, a procedure was used to apply a questionnaire and a semi-structured interview through virtual means, in which twenty-three teachers who answered the questionnaire participated, four of whom were interviewed. All participants belong to the state education network. After collecting the questionnaires and conducting the interview, the analyzes were carried out and we realized that the teachers faced many difficulties in remote teaching, among them, internet access, student interaction, the use of virtual environments and the fragility in students' learning. And they also reinforce the importance of carrying out new training that may contribute to teaching practices. It can be noted that remote teaching and the technological resources used did not promote student engagement in face-to-face teaching, thus not understanding whether learning was in fact effective.