Abordagem pedagógica no ensino de química em tempos de aulas remotas

Abstract

This monograph aims to describe the pedagogical approaches that support Chemistry teachers during social isolation. In 2020, most schools in the world had to suspend face-to-face classes. A preventive measure in an attempt to slow the spread of the COVID-19 pandemic, due to the global health crisis caused by the new coronavirus (SARS-CoV-2). Due to the prolongation of the outbreak of COVID-19 and to continue the school year, classes became remote. In view of this, some digital technologies started to integrate the educational routine in a more vehement way, and in a way, they became essential for the realization, above all, of classes and other activities previously done in person, in the case of classroom courses. In this sense, face-toface education, when migrating to the virtual space, took on new perspectives in teaching and learning through remote classes. This research used a qualitative approach and the online questionnaire Google Form, as an instrument of data collection. Answers to questions such as: What is the pedagogical approach that supports the teaching practice of Chemistry in remote activities? What are the methodologies being used by the teacher in online Chemistry classes? What digital technologies does the teacher use in online Chemistry classes? The results showed that most teachers have a progressive approach in their remote activities; that teachers propose activities that stimulate student production, participation and authorship and that they use methodologies from the perspective of Lima (2012) and Silva (2011) such as: research, contextualization, construction of teaching materials, experimentation and playful activity.