TEACHING IN PANDEMIC TIMES: THE TRANSITION FROM PRESENTIAL TO REMOTE TEACHING

Abstract

The paralysis that occurred in 2020 due to the arrival of the SARS-CoV-2 virus, which causes the COVID-19 disease, caught Brazilian society by surprise with lockdowns, social isolation, and closure of non-essential establishments such as schools, daycares, and universities. Therefore, understanding that the pandemic brought consequences for education, this work aims to understand how physics teaching occurred during the pandemic period, as well as to discuss the problems faced by teachers and students during remote learning. The present research is both qualitative, as it interprets the collected data, and quantitative, as it deals with information in a simplified way through graphical and numerical approaches of the cases. The research was conducted with high school teachers from the public education network of Tianguá, São Benedito, Carnaubal, and Frecheirinha who taught during social distancing. Through the filling of a questionnaire elaborated on Google Forms and sent through WhatsApp by each participant. During remote learning, difficulties related to the available infrastructure, didactic adaptation with the need for teachers to update themselves with new practices and ways of meeting student demands, and the conciliation of work with the lived context during the period by teachers, as well as problems with access to classes due to not having a device compatible with the resource used or Wi-Fi to participate in activities on the part of students, were faced. The pandemic forced basic education to reinvent itself and add technologies and modern teaching methods to meet the needs of students for the moment. In this process, it was noticed that even with all the effort of the teaching class, the academic performance of the students was compromised, and the experiences lived during this period will serve to diversify teaching methods in the post-pandemic period.