O cotidiano dos professores de química: saberes docentes em tempos de aulas remotas

Abstract

This study aimed to analyze the daily life of Chemistry teachers during remote teaching, identifying the possible difficulties faced in this period, the way in which they reconcile the daily routine with the classes, as well as pointing out which digital technologies (DTs) are used by teachers to teach remote classes. The research was qualitative in nature. For the construction of the data, a semi-structured questionnaire was used, prepared via a Google docs form. The empirical field was a federal educational institution in Pernambuco. The subjects were Chemistry teachers. To analyze the data, content analysis was used (BARDIN, 2011). The data revealed that the main DTs used by teachers in remote classes were: internet, notebooks, smartphones, digitizing tables, tablets, computers/desktop, digital whiteboards. Regarding the daily life of teachers, it was not possible to know it, as the distance did not favor communication and interactions between teacher-teacher, teacher-student and teacher-management pairs, which are so necessary for the construction of daily life in remote teaching. . As for the challenges for chemistry teachers to teach their classes, such as: continuing education for the use of DTs, infrastructure, student learning and time. Among the knowledge acquired during remote classes is exemplified: Google meet; Google classroom; preparation of online questionnaires; I use Instagram; PowerPoint recording; use video recording and editing software; chemistry simulators; digitizing table; use OBS studio, One Note, Whiteboard; handle digital tools such as digital whiteboard software; using digital technologies/resources, using screen backgrounds and different teaching-learning methods.