Ensino remoto e as tecnologias digitais: aprendizagens construídas a partir das trocas de experiências entre professores de Química

Abstract

This monograph aims to identify the learning exchanges that Chemistry teachers are building from their experiences with remote classes. In March 2020, schools and institutions had to suspend their face-to-face activities due to the need for social isolation, given the COVID-19 pandemic, and began to have a new context with remote classes, which led many teachers to contact with digital technologies. This social distance brought several challenges, both for students and teachers. However, in this research, the learning that teachers built from these challenges is highlighted. In this work a qualitative approach was used. The central question of the research is: how are the learning of Chemistry teachers related to online teaching acquired, which was evidenced by the remote teaching caused by the COVID-19 pandemic? For data collection an online questionnaire was used. The results obtained show that most teachers have not yet included digital culture in educational practices and that exchanges of experiences (dialogue between peers: teacher-teacher and teacher-student) are still limited and timidly addressed, being a challenge, still , the use of digital teaching resources related to Chemistry.