Ensino de história em ambientes virtuais: análise das estratégias pedagógicas dos docentes no ensino remoto emergencial (2020-2021) em Macapá/AP

Abstract

The present work is the result of the research carried out for the elaboration of the Dissertation. It was developed in the context of the COVID 19 pandemic, in which the migration from faceto-face teaching to digital media raised the following problem: how pedagogical strategies were used by History teaching teachers in virtual environments, in the context of Emergency Remote Teaching in Macapá /AP? The reason for choosing the topic of pedagogical practice in Emergency Remote Teaching arose from the need to reflect on the advances and challenges envisioned through educational actions, promoted by History teachers in the final years of Elementary Education in five state schools, in 2020 and 2021, in the city of Macapá. In view of this, the established general objective was to analyze the pedagogical strategies used by History teaching teachers in virtual environments, in the context of Emergency Remote Teaching in Macapá/AP, associated with three specific objectives: to discuss the advancement of technology in education contemporary, especially related to the teaching of History; identify the pedagogical strategies used by teachers in teaching History during the period of social isolation; to describe the strategies used by history teaching teachers in their classes with students who have or do not have access to virtual means to develop activities. The hypothesis raised was that the strategies adopted by History teaching teachers in an emergency during the COVID 19 pandemic were created suddenly, without the adequate training of these teachers so that they could deepen their knowledge and critical reflection on the teaching-learning processes with the adopted strategies. This made these teachers have difficulties both in teaching and in providing learning for their students. In addition, the virtual environment did not meet the needs of both teachers and students to access digital platforms. The research with a qualitative approach was carried out through a case study under the investigation of the Dialectic Method, in the perspective of giving rise to reflections on education, technology and digital culture in line with the economic, political, sociocultural circumstances that engender the school reality and doing teaching. For this purpose, on-site visits were carried out, with the application of a semi-structured questionnaire to five History teachers from the State teaching network. Data treatment was based on Content Analysis, originating three Categories of analysis and each Category generated two subcategories that punctuated questions about nonattended pedagogical activities, technological mastery, textbooks, digital resources and evaluation in the process, from the perspective of the socioeconomic context of the research subjects. The study revealed the difficulties of accessing new teaching tools in virtual environments, gaps in the continuing education of teachers and obstacles to internet accessibility. This situation has been nurtured over decades and needs to be overcome. However, even with all these dilemmas, the teachers' pedagogical strategies proved to be fundamental for maintaining learning through Emergency Remote teaching