Biology Teaching-Learning Processes in the Emergency Remote Teaching: Possibilities of Pedagogical Innovation?

• Autor(a) principal: Conrad, Bruno Cardoso
• Data de Publicação: 2022
• Outros Autores: Ceschini, Mayra da Silva Cutruneo, Cunha, Fernando Icaro Jorge
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1639

All over the world people are witnessing a new form of social behavior, in this sense, the work strategies and, mainly, the teaching work has been affected. Faced with this scenario, education, in a time of facing COVID-19, comes to understand technology even more as an instrument of solution, adaptation, but also of inequalities. In this context, remote teaching came to replace face-to-face classes, while the pandemic situation lasts. Legislations were modified, ordinances were created, so that teachers could continue with teaching. This work sought to map the elements of innovation in pedagogical practices, carried out by different teachers, during the remote period, which aim to ensure the teaching and learning processes in Biology. To operationalize this study, Grounded Theory was used. The results indicate that, in the view of the research participants, remote teaching is harmful to the teaching and learning processes in Biology, being pointed out as aggravating spatio-temporal, technological and socio-emotional factors. Thus, the data point to remote teaching as a way to meet the need for school contact, but which does not provide significant learning and innovative teaching and learning spaces-times, since pedagogical practices for teaching Biology are not promoting student protagonism, nor guaranteeing the right to learn for students.    Keywords: Meaningful learning. Remote teaching emergency. Pedagogical innovation. Grounded theory.