O uso do livro didático de ciências por professores/as durante o ensino remoto emergencial

Abstract

Textbooks (referred to as LDs in this article) are important pedagogical resources as an aid to the learning process developed in formal education, thus participating in the systematization of education and helping both students and teachers. In 2020 Brazil went through a challenging period in relation to the forms of teaching-learning, due to the global pandemic related to COVID-19. In this scenario, the workload of remote education was decreed as a daily routine for the teaching work. This study aimed to analyze the conceptions of LD use, through information obtained from teachers working in schools participating in the LD program in the city of Uberlândia - MG. In addition, because of the COVID-19 pandemic, this study aimed to understand the use of LD from the perspective of remote teaching. For data collection, the Google Forms platform was used, in which teachers were invited to participate by signing an Informed Consent Form present in the same form. The questionnaire had questions related to the use of LD in class planning and in the teaching-learning process in remote teaching. For the answers analysis, the interpretation of data was through the reading of all the content and through the use of the Microsoft Excel software, where such data was input to generate charts and basic statistics for the evaluation of the obtained information, characterizing a quali-quantitative research. Twenty-three responses were obtained from teachers working in the public school network of Uberlândia city, from 6th to 9th grade, where 52% work in municipal schools and 48% in state schools. Most of those schools are in peripheral areas of the city. At the time that this research took place, during the development of this work, teaching became totally remote and through a drastic change. In such a change it is reasonable to expect that the teachers and students have met great challenges. For Minas Gerais state, the implementation of a remote teaching program, REAMP, made the resources for maintaining the connection of students available. However, it revealed a scenario that was greatly impacted by socioeconomic issues involving society. Regarding LD, the use was compromised since not all students had the way to get them at schools before the rules of social distancing. However, for participating teachers, even with the difficulties faced with connecting students to digital platforms, LD remains as a very important resource. The data obtained in our work corroborates with what the literature brings in relation to the teachers' conceptions about LD and its use. With this research it was possible to conclude that LD is a necessary tool for the teaching practice, serving as guidance for both teachers and students, contributing to the teaching community and consequently to a better promotion of education.