Limites e possibilidades encontrados pelos professores de matemática no ensino remoto

Abstract

This work aimed to investigate the limits and possibilities found by mathematics teachers to teach their classes in remote teaching. Thus, a comparative profile was drawn of two teachers who teach high school classes in two state schools in the city of Itaqui in the state of Rio Grande do Sul (one in the center and the other in the periphery). Thus, an investigative qualitative research was developed, operating with the methodology of content analysis (CA). To this end, a questionnaire was carried out with nine open questions that dealt with: preparation/training to migrate from face-to-face to remote teaching; the digital platform used; delivery of activities to students who did not have access to the platform; student performance, compared to face-to-face classes; the evaluation, also considering the students who did not have access to the platform; the change in the method of preparing classes; the modification, or not, of their workload; and the biggest challenges for emergency remote teaching (ERE). Through the analysis of the discourses, it can be said that the teacher from the school in the periphery was more engaged in trying to seek alternatives, as well as being more receptive to the pedagogical innovations that the ERE made possible, even if in a forced and compulsory way. The teacher at the central school, on the other hand, focused her concerns due to the failures and limitations of the ERE in relation to the face-to-face class model. Defending that the traditional methodology is more effective and productive in their work context. Finally, the study also showed that most students, based on the teachers' view, had learning gaps; that the teachers were even more exhausted, as the spheres of public and private life were confused and still pointed out the insufficiency/little training received to teach remote classes. Furthermore, there are some reflections for readers to make their own interpretations.