Strategies and challenges of a teacher's teaching performance in the context of the Covid-19 pandemic

• Autor(a) principal: Scalabrin, Ana Maria Mota Oliveira
• Data de Publicação: 2020
• Outros Autores: Mussato, Solange
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/432
• topic: Remote Education; Pedagogical Practice; Basic Education; Enseñanza Remota; Práctica Pedagógica; Educación Básica; Ensino Remoto; Prática Pedagógica; Educação Básica

The present experience report proposes to describe and analyze actions of teaching performance, experienced by the first author, with the implementation of remote teaching at the Militarized State College Luiz Ribeiro de Lima, located in the city of Boa Vista, Roraima. Such actions are the result of the Implementation Plan for Non-Presential Activities for State Public Schools, prepared by State Secretariat for Education and Sport of Roraima (SSES / RR) in the face of the interruption of face-to-face classes to contain the pandemic caused by the new Coronavirus (Covid-19). In this work, concepts of active methodologies, hybrid education and remote teaching are discussed, in order to subsidize and qualify the pedagogical practices adopted in the referred educational establishment, for the development plan for non-classroom activities. The theoretical contribution used consisted of studies by Bacich, Tanzi Neto and Trevisani (2015), Bacich (2017), Moran (2015, 2018, 2019), Pasini, Carvalho and Almeida (2020), among others. To this end, a bibliographical and documentary research was carried out on books, scientific articles, official documents, technical notes, and reports that deal with the topic, as well as data obtained in the lesson plans and reports prepared by teachers who develop out remote activities. It is noteworthy that the data analyzed here are the result of the pedagogical practices adopted in remote education, which are being developed in the discipline of Mathematics, in the High School stage of the Youth and Adult Education (YAE) modality. The results reveal that remote teaching has been a challenge in current pedagogical practices, which require new teaching methodologies, which require digital technologies, but which can transform the role of the teacher and students, giving new meaning to the concepts of teaching and learning The conclusions point out ways to outline actions in the context of remote education that tends to remain even after the reopening of schools to resume face-to-face classes.