Abstract
This article addresses the teaching carried out by teachers in the state of Paraíba during the Covid-19 pandemic and aims to reflect on the impacts of Emergency Remote Education (ERE) on their pedagogical practices. It is a case study whose data were collected through a questionnaire prepared in Google Forms, which was applied through a link to one hundred and five teachers of different subjects who work in municipal, state or federal public and private schools, in high school and / or in the final years of elementary school. The collected data were analyzed in the light of a literature that explores the ERE and its implementation. The results obtained showed a diversity of practices carried out by means of Digital Information and Communication Technologies (DICT), part of which is in line with the modus operandi of traditional education and part of which seeks to overcome it. Taken together, these practices can provide students with more autonomy, new forms of communication between educational actors and the acquisition of new learning about the pedagogical use of DICT with the potential to modify the teaching that succeeds the pandemic, when we return to the “new normal” of classroom teaching
Highlights
The health situation resulting from the Covid-19 pandemic led to the implementation of Emergency Remote Education (ERE) on an official basis and demanded from teachers the skills and competences to carry out their activities as educators through Digital Information and Communication Technologies (DICT), as indispensable knowledge, and as a condition for the continuity of classes and students' learning
In the ‘Methodology’, we detail the aspects of our research, which is characterized by an exploratory and descriptive type of case study (BOGDAN; BIKLEN, 1994), whose data were collected through a questionnaire prepared in which was applied through a link to one hundred and five teachers of different subjects who work in municipal, state or federal public and private schools, in high school and / or in the final years of elementary school
It was in these speeches that we found enough elements to materialize our objective, which was to reflect on the impacts of Emergency Remote Education (ERE) on their pedagogical practices
Summary
Emergency Remote Education: impacts on the pedagogical practices during COVID-19. Ensino Remoto Emergencial (ERE): impactos na prática pedagógica durante a COVID-19. Leandro Mário Lucas https://orcid.org/0000-0001-9627-4951 Universidade Estadual da Paraíba (UEPB). Filomena Maria Gonçalves da Silva Cordeiro Moita Universidade Estadual da Paraíba (UEPB)
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