Desafios do docente do ensino médio na transição do ensino presencial para o ensino remoto durante a pandemia da COVID19

Abstract

The study investigated the experience of teachers during the transition from face-to-face to remote teaching during the Covid-19 pandemic at a reference school in Pernambuco. Faced with the need for rapid and intense adaptation of teaching practices during the pandemic, questions were asked about the transition from face-to-face to remote teaching, how they adapted to this new reality, and the effects perceived in the teachers' practice. The main objective was to investigate the challenges faced by teachers during the transition from face-to-face to remote teaching, seeking to understand the strategies used by them to adapt to remote teaching, observing the impacts of the transition to remote teaching on their practice. The Covid-19 pandemic has brought unprecedented challenges to education, abandoned to the rapid adaptation of pedagogical practices to remote teaching. Understanding the teachers' experience in this process was essential to identify the difficulties faced, the strategies adopted, and the effects generated in their teaching practice. Qualitative research was conducted, with an empirical approach, with the application of semi-structured interviews to four teachers, who agreed to voluntarily participate in the research. The interviews were analyzed using the content analysis technique, seeking to identify the main themes and categories related to the challenges, strategies, restrictions and needs of teachers in the transition to remote teaching. The three categories of analysis were: Teaching practices before the pandemic; Teaching practices after the Covid019 Pandemic Decree; Teaching practices in the post-pandemic. Among the main results, it was found that teachers reported as challenges, lack of internet access by students, difficulty in engaging students in remote teaching and adapting to modern technologies. They adopted strategies such as the use of online platforms, the development of interactive materials and the search for training in educational technologies. A decrease in student interaction and participation was noticed, as well as the need to reorganize the contents and the teachers' work overload. It was concluded that the transition from face-to-face to remote teaching during the Covid-19 pandemic presented persistent challenges for teachers. However, they justify resilience and adaptability when using strategies and technological resources to maintain the teaching-learning process. The impacts were perceived both in the interaction with the students and in the reorganization of the contents. It is essential that educational policies are adopted to support teachers in this process and ensure equal access to education in the context of remote learning. Based on the results obtained, it is recommended to strengthen teacher training in educational technologies, the development of public policies that guarantee access to the internet and adequate equipment for students, and the creation of spaces for exchanging experiences and support among teachers. In addition, it is important to invest in strategies that encourage the active participation of students in remote learning and promote interaction and collaboration between them. The integration between family, school and community should also be valued, aiming at building a more effective and inclusive learning environment in the context of remote teaching. [resumo fornecido pelo autor]