DESAFIOS DIANTE DA MODALIDADE REMOTA NA PRÁTICA DOCENTE FRENTE À PANDEMIA DA COVID-19

doi.org/10.29327/211653.6.11-4

Abstract

Due to the pandemic caused by COVID-19, several activities were affected, among which education is positioned as one of the most damaged, especially public education. The social withdrawal imposed by the health authorities caused the closure of educational establishments, paralyzing pedagogical activities. However, the private education network for the most part, continued the pedagogical activities through Information and Communication Technologies, which enabled remote teaching. In view of the emergency to continue teaching, it was up to the teachers to adapt to the new teaching methodologies. The present study sought to assess the challenges faced by teachers in the face of the remote modality of teaching, considering the perception of these professionals regarding the effectiveness of the remote modality, student engagement and familiarity with the technologies employed. It is an exploratory, descriptive and explanatory field research. The hypothetical deductive method was used. The findings indicate that private schools maintained their pedagogical activities after the closure of schools, through distance education. The teachers reported a low level of student engagement, and pointed out several obstacles to teaching practice remotely, such as lack of training for the remote model and students' abstention. In addition, education professionals reported that the remote model has not yet replaced the face-to-face teaching model, as well as pointed out that improvements in the remote model need to be made, in order for learning to be more effective.