Entrando na matrix: o uso das TDIC no processo de ensino remoto emergencial em tempos de pandemia

Abstract

The general purpose of this master's thesis is to investigate teacher training for the use of Digital Information and Communication Technologies (DICT) and the impact of Emergency Remote Teaching (ERT) on their work during the Covid-19 pandemic. Due to numerous technological and interaction transformations, individuals find themselves in deterritorialized spaces, meaning they can be in a digital exchange and interaction medium or platform that may occur in distinct geographical positions synchronously or asynchronously. Studying educational technologies becomes an essential premise for understanding the object of study of this research, ERT. The subjects are teachers working in a private institution of Professional and Technological Education (PTE) in the state of Rio Grande do Norte (RN), the locus of this study. We used the Matrix idea as the metaphor for this research, which is a saga comprising four movies: Matrix, Matrix Reloaded, Matrix Revolutions, and Matrix Resurrections. Decrypting the code of this Matrix required traversing the theoretical framework along three paths: Digital Information and Communication Technologies (DICT), Teacher Training, and documents related to the researched locus. After establishing the theoretical framework, data were collected using semi-structured interviews as the research instrument. The methodology of Textual and Discourse Analysis (TDA) was employed to analyze the data obtained in interviews with the teachers. The presented results indicate the profile, teacher training, and experiences with the use of DICT and ERT, as well as the pedagogical practices of teachers. The study also explores student access to the virtual space, the necessary infrastructure to enable teaching through DICT, and the process of the "school invading their homes”. Therefore, it is concluded that the abrupt change in the school's location imposed by the SARS-CoV-2 virus resulted in a revolution in the routines of teachers and students who were unprepared for this change. The issues with the necessary technological infrastructure to enter the Matrix became evident during this period. It is important to emphasize the need for teacher training in the use of Information and Communication Technologies and the need for good technological infrastructure in the educational environment.