Análise das concepções e das dificuldades dos professores da educação básica sobre o ensino de Química durante o ensino emergencial remoto

Abstract

This research was carried out with Chemistry teachers from Triângulo Mineiro, who worked in basic education schools during emergency remote teaching, in 2020, implemented during the COVID-19 pandemic. This research is important for enabling a record of this moment experienced by teachers and students, as well as for analyzing the challenges experienced during the implementation of remote education, highlighting the importance that technologies can have for the teaching and learning processes. The research also reaffirms the importance of the teacher in the planning and execution of classes, in close contact with students, especially for the Chemistry discipline, which is quite abstract and lacks experimental activities to improve the understanding of the concepts. Data collection took place through a semi-structured interview with twelve teachers seeking to understand the strategies adopted by the teachers, as well as the difficulties faced during this period. Chemistry teachers described their work routine during this period, highlighting the increase in the workload for school activities, the difficulties of students' participation in classes and in the resolution of activities, they analyzed the teaching material prepared and made available by the State Department of Education from Minas Gerais and the consequent need to reorganize their plans and commented on the prospects of returning to face-to-face activities at school. Teachers commented on the need to implement new practices and the difficulty of introducing technologies, associated with the lack of students and lack of internet access. The analysis of the data obtained was made from theoretical references that discuss the insertion of information and communication technologies in Chemistry classes, from research on the teaching of Chemistry and from official documents that regulate the teaching of Chemistry and emergency remote teaching. Thus, it is expected that this study can provide reflections on the training needs of future Chemistry teachers, as well as the offer of continuing education courses for practicing teachers, seeking approaches on the insertion of technologies in Chemistry classes, thus as in the importance of curricular adjustments, aiming at the improvement of teaching and learning processes in Chemistry in basic education