Ensino em uma perspectiva remota: o que dizem professoras da rede pública do município de Camaragibe - PE?

Abstract

This monograph is a case study of a qualitative nature whose main objective is to identify and analyse teaching strategies that have been used throughout the COVID-19 pandemic, verifying how teaching strategies have been worked on, as well as seeking to understand the remote routine and highlight the differences/challenges in relation to face-to-face teaching. The participants in this research are three teachers with more than 20 years of experience in the classroom who have worked with the remote model in 3rd year primary school classes in the municipal network of Camaragibe-PE. The instruments used to collect the data were questionnaires and interviews. To read the results, we used the assumptions of content analysis inspired by Laville and Dionne (1999). As a theoretical contribution to the analysis, we relied on the contributions of Joye, Moreira and Rocha (2020) on remote teaching, Viégas (2022) and teaching practice and, finally, Albuquerque, Morais and Ferreira (2008) in relation to teaching strategies. Through this research it was possible to verify the importance of the teaching role in the transposition from face-to-face teaching to the remote teaching model, in addition to pedagogical training in the digital field for the development of teaching strategies, emphasising that the technological resource itself does not guarantee student learning, but rather a well-assisted teaching practice.