Um estudo sobre o ensino remoto durante o período pandêmico

Abstract

This work is a study on the use of Digital Information and Communication Technologies (DICT) by public school teachers in Goiás in remote teaching, during the COVID-19 pandemic. To carry it out, we used a digital questionnaire from the Microsoft Forms Platform that was sent to teachers by email, of which 324 answered it. We took as theoretical basis for the elaboration of the questions that composed the questionnaire the studies of Cysneiros (1999), Davydov (1988), Vygotsky (1988), Freitas (2016), Peixoto (2015) and Moran (2000), which deal with the issue of teaching-learning, empirical and theoretical knowledge, mediation and use of DICT in education, from which we took some categories to propose and analyze the questionnaire. The results of the questionnaire analysis show that remote teaching was a painful experience for teachers who felt unable to provide qualified teaching due to serious restrictions that institutions imposed on their work, such as limited access to DICT, overwork, generating psychological pressure, illness, a limited mediation of scientific concepts, leading to sustained learning in the formation of empirical knowledge, to the detriment of scientific knowledge. The study also shows that the school and teachers were not prepared to face remote teaching. In addition to having psychologically affected teachers and students, the pandemic had immeasurable consequences for education in a general context, where an educational gap was found due to the lack of release funds by the government. The study also reveals that there is a considerable distance between the DICT insertion discourse contained in academic texts and the reality of the school, showing that we are not ready for a total change in the way of teaching, the need for material and immaterial investments (training of the teacher), in the sense of qualifying him from a theoretical and methodological point of view to face the harsh education reality.