Práticas educativas adotadas durante o período remoto: impactos nas aulas de professores de Química e Biologia das escolas públicas de Itacoatiara/AM

Abstract

In the context of the COVID-19 pandemic, some challenges emerged that reflected on the pedagogical activity in emergency remote teaching. Thus, the aim of this study was to analyze the impacts of educational practices adopted in the remote period by Chemistry and Biology teachers from public schools in Itacoatiara, Amazonas. In this study, qualitative-descriptive research was carried out, with 10 teachers from public schools in Itacoatiara/AM, with data collected through a questionnaire and a semi-structured interview. As a result, 70% of the professors commented that their initial training contributed to the preparation of classes, especially because they had the opportunity to work with educational technologies during graduation. In addition, with the use of these technologies, classes became more interesting, and this practice was maintained after the end of pandemic restrictions. However, the greatest difficulties encountered were the way to assess students and access to the internet. The pandemic brought new teaching logistics, intensified the use of playful activities, made it possible to send teaching materials, and teachers turned difficulties into possibilities. It was observed that the moment of emergency remote teaching had an impact on the way teachers teach their classes when they return to face-to-face activities, in which many began to include educational technologies in their school routine.