Processo ensino-aprendizagem de Química no contexto da pandemia de Covid-19: cenários e percepções docentes

Abstract

The COVID-19 pandemic, which broke out in March 2020, gave rise to already latent difficulties in the teaching-learning process, while also bringing new challenges to all school actors. of Covid19, observing the recommendations and regulations for the provision of remote emergency teaching in Brazil. In this sense, this research sought to understand the scenarios and perceptions of Chemistry teachers regarding the teaching-learning process of the aforementioned component, based on the analysis of the Chemistry teaching scenario, the methodologies used during remote emergency teaching, and the potentialities and difficulties in remote teaching during the pandemic period. This research was qualitative, exploratory in nature, and had as participants 12 (twelve) teachers who teach Chemistry, 06 (six) from the federal education network and 06 (six) from the state education network. For data collection, a mixed questionnaire was applied to the participants, due to the moment of social isolation during this study. The collected data allowed us to know how this high school curriculum component was taught, the level of interaction with the students, which influenced the choice of methods and resources used by the teachers, as well as the difficulties encountered in carrying out the classes during the special regime of remote teaching. One point of the results obtained that draws attention was the method used by teachers from the state education network and through these methods used, the interaction between students and teachers was noticeable.