ENSINO REMOTO EMERGENCIAL: AÇÕES E REALIDADE VIVENCIADA POR ESTUDANTES DO 9º ANO DE UMA ESCOLA PÚBLICA NA DISCIPLINA LÍNGUA PORTUGUESA

Abstract

After of the pandemic caused by COVID-19, various sectors of society for some time had to close their doors or adjust to continue functioning, including the schools needed to take measures so that students did not miss the school year, and for this it was necessary create measures to restrict agglomerations and adopt social distance. Among the measures adopted in Brazil for students to continue the schooling process, Emergency Remote Education (ERE) stands out, in which students attend remote classes and develop extra activities while maintaining social distance. With this new teaching model, many challenges arose and so, with this study we sought to describe the frequency with which students and 9th grade students interact with actions linked to Remote Emergency Teaching and Portuguese Language classes are considered to be assisted in the online environment they are efficient in ways that favor learning. For this, a field research was carried out in a Public School located in the interior of the State of Pernambuco. The researched subjects were 9th grade students and the instrument for data collection was the form, which was completed using the Google forms application. It is noticed that there is a lack of motivation on the part of students to actively and frequently participate in the actions linked to the ERE and, it is expected to acquire new understandings about the process of teaching and mediating learning remotely, considering the strategies that have been presented good results and those that need to be rethought to make the ERE more efficient. The study contributes to a reflection on this way of teaching and learning and, based on that, looking for strategies that can stimulate the motivation of students to become more effectively involved in the teaching and learning process.