O ensino de ciências na pandemia de Covid-19: um panorama no ensino fundamental na cidade de Itaqui, RS

Abstract

In the last hundred years, with the advancement of science and technology, society has undergone numerous transformations, these changes significantly impact the school environment. In this new scenario, science teaching had to reinvent itself and develop new teaching methods, mostly related to the use of technology and the need to understand the world, its complexities and advances. These movements and innovations were intensified at the end of 2019 with the emergence in Wuhan, China, of the first cases of Severe Acute Respiratory Syndrome (SARS-CoV-2), caused by the new coronavirus. This global problem has worsened and with that it has highlighted the different social crises that exist around the world, whether they are related to differences between social classes, economic power of countries, access to health and especially to education; as schools had to reinvent themselves by adapting an already consolidated face-to-face teaching to a remote teaching format. Remote teaching became the current format in a matter of days, and which pointed to the need for many adaptations, either by students or teachers, a factor that in many cases was partially developed due to the lack of training and access to technology by part of teachers and students. In this context, this new educational reality brought many concerns regarding teaching and learning, which justifies the present study. The work intends to contribute to the understanding of performance related to science teaching during its application in a remote format, based on the following research problem: What are the potentialities, limiting factors and main reflexes in science teaching activities, due to of the remote format, in the COVID-19 pandemic? Thus, we investigated from the point of view of fundamental education teachers such aspects that are so relevant in current education. To respond to our objectives, we used an exploratory, descriptive, qualitative research that was characterized as a case study. In this sense, the results showed that remote teaching associated with the pandemic has caused numerous limitations in the practice of teaching and learning, varying according to the educational level and the reality of students and teachers. This format is generating unequal conditions to the detriment of different forms of access, unevenness in training among teachers, causing mental health problems, and limitations related to the established economic crisis.