Do presencial para o virtual: impactos da migração compulsória das práticas pedagógicas no contexto da pandemia de COVID-19 em Macapá/AP

Abstract

The present research discusses the impacts of compulsory migration of pedagogical practices, in the context of the COVID-19 pandemic, from the perspective of teachers of a school unit in Macapá/AP. The pandemic scenario catalyzed the relationships between technology, education and pedagogical practices developed within the scope of school education. This scenario led to the need to answer the following research problem: What were the impacts of the compulsory migration of pedagogical practices, from face-to-face to virtual, carried out during the period of the COVID-19 pandemic, in the teaching-learning process, in Basic Education, from the perspective of teachers at a school in Macapá/AP? The search for a solution to the guiding question made use of the theoretical framework of the Freirean compendium and its conception of education, bringing specific analyzes of the multiple interfaces of the relationship between education and technology in the contemporary educational scenario, further discussed in the light of contemporary authors such as Mattar (2017) , Kenski (2012), Tori (2017) and Bacich; Moran (2017) to achieve the general objective determined, which is, effectively, to analyze the impacts of the compulsory migration of pedagogical practices, from face-to-face to virtual, carried out during the period of the COVID pandemic -19, in the teaching-learning process, in Basic Education, from the perspective of teachers at a school in Macapá/AP. The methodological path chosen was based on Frigotto (1989) and Triviños (2007), in the idea of understanding the totality, the specific, the singular and the particular within the scope of the transposition of the face-to-face to the virtual in pedagogical practices, in a space in that voice and protagonism be given to the teachers of an educational institution in Macapá/AP. As subjects of this case study, with a quantitative-qualitative approach, with a descriptive character, which is based on Dialectical Historical Materialism (DHM) as a method, through indirect interaction, mediated by technology, with the subjects participating in the research, whose inputs were provided through an online questionnaire prepared with objective and discursive questions, properly tabulated through graphs and tables, so that it was possible to infer and interpret. The answers to the questionnaire be validated in terms of reliability through Cronbach's Alpha coefficient and, based on the contributions of Bardin (2011), the content analysis of the information provided and finally determine, in the specific case, the impacts of compulsory migration of practices pedagogical changes from the face-to-face environment to the virtual environment at the observed school unit, based on scenarios posed by the teachers of the network in question. The results obtained indicate that the educational process developed in the school unit is inscribed in a multicultural context integrated with the available educational technologies, whose face-to-face, online and hybrid pedagogical practices give rise to continuous training of a permanent nature, since the COVID-19 pandemic has drastically affected the educational process of that school and the impacts of the compulsory migration from the face-to-face environment to the virtual environment were significant and will, possibly, be felt in the coming years/decades.