A química escolar, via ensino remoto: limites e potencialidades do trabalho docente

Abstract

In 2020, the world began to face a pandemic, caused by the SARS-CoV-2 coronavirus; the disease came to be advertised as COVID-19, which spread rapidly throughout the world (Lana, et al., 2020). Alerted by the World Health Organization (WHO), sanitary measures were taken, establishing quarantine in the national territory, with restrictive determinations in all fields: economic and social. Common circulation environments were temporarily blocked, public offices suspended their activities and, of course, schools and other educational institutions also suspended their face-to-face classes. (Rocha; Lima, 2020). Soon, school activities underwent modifications, following the deliberations of the Ministry of Education (MEC), they started to be done remotely, with the use of electronic devices (cell phones, tablets or computers), then starting to use different videoconferencing platforms such as: Zoom, Microsoft Teams, Google Meet, among others, to teach classes, starting to be confused with Distance Education (EAD), avoiding analogies, the model began to be called Emergency Remote Teaching (Rocha; Lima, 2020). The choice of the theme was justified by the teacher's difficulty in dealing with the obstacles that arose from the implementation of Emergency Remote Teaching, such as the inability of digital tools, lack of structure, poor connectivity and even students who needed better monitoring. The challenge was to teach, using digital tools, forcing all those involved in education to seek new methodological proposals for teaching content (Pena, 2021). The work presented provided the elaboration of the educational product "DIDACTIC GUIDE OF CHEMISTRY" in order to contribute to the teachers to expand their knowledge about the TDIC's tools accessible for their application.