Impacto do ensino remoto sobre o processo de ensino- aprendizagem de Química e Bioquímica no ensino superior

Abstract

Due to the intensification of the emergency and health crisis of the COVID-19 pandemic, Brazilian Higher Education Institutions suspended face-to-face classes, generating debates about the possibilities, risks and consequences of this stoppage and the continuity of activities carried out by other means. The implemented measures revived an existing and long-dormant debate: the implementation and follow-up of teaching mediated by technologies, since these online strategies are not limited to focusing only on strategies related to theory, but also possible practical laboratory classes. Even today there are many questions about the efficiency of this new pedagogical model. Therefore, the objective of this research was to evaluate the impact that remote teaching has brought on the teaching-learning process of Chemistry and Biochemistry in higher education. For this, it was used as an online experimental and interview data collection instrument aimed at academics and teachers of these curricular components of a higher education institution in Rio Grande do Sul for a better understanding of their experience in the pandemic and post-pandemic period. In short, remote teaching during the pandemic has brought both challenges and opportunities for education. Educators used new technologies to promote active learning beyond the traditional classroom. Student participation was crucial for the development of relevant skills, but negative inequalities and access to technology impacted the learning experience. Despite the return to traditional ways of teaching, it is important that educators take advantage of the lessons learned and seek a more flexible and adaptable education, valuing different learning styles and combating inequalities, preparing students for the challenges of the future.