Práticas pedagógicas nos anos finais do ensino fundamental da matemática no contexto da pandemia no período de 2020 a 2021

Abstract

We present results of a study whose objective was to identify the pedagogical practices developed in the area of Mathematics, in Elementary School, Final Years, in the context of the pandemic. To this end, a theoretical framework was built articulating concepts related to the theme, including studies, mapping the challenges and advances in pedagogical practices, during the pandemic period. The corpus of the research was built from the transcripts of semi-structured and dialogued interviews carried out with four Mathematics teachers from the Final Years of Elementary School in municipal schools in a municipality in Serra Gaúcha. The focus was on listening to the participants about how their practices occurred in the face of the pandemic scenario: good experiences, student involvement, technological resources, among other aspects. The constructed data were analyzed and discussed based on discursive textual analysis, guided by recommendations arising from studies on the subject, which generated three emerging categories: difficulties, oriented studies and the contextualization of Mathematics teaching. The results indicate that, given the moment experienced in the pandemic, one of the solutions found for classes to continue, without harming the school year, was the implementation of the Emergency Remote Teaching modality, in accordance with the opinions of the National Council of Education. Faced with the situation, one of the pedagogical strategies used during the pandemic was synchronous classes, which made it possible to develop activities related to learning. For the development of this modality, it was necessary to use digital tools such as WhatsApp®, Google Meet®, Google Classroom®, among other resources. The help of technologies was very important at the time, but difficulties arose regarding the use of these technological resources, such as: problems with internet access, difficulty in using digital tools and the lack of equipment such as a computer, cell phone and others that were necessary. To minimize the difficulties faced, another strategy that was designed to help organize the studies was the study scripts, with guidelines so that the students could develop the proposed activities. We can also infer that among the challenges and anxieties experienced at the time, the teacher had an essential role in reorganizing the teaching and learning process, given the demands and guidelines. We also highlight that the school needed to welcome the students and their families, given the anxieties and demands of the moment. Technology represents resources that can help in educational practice, but it is necessary to provide adequate teacher training so that teachers can continually re-dimension their practice. [resumo fornecido pelo autor]