USE OF TECHNOLOGICAL RESOURCES IN PHYSICS CLASSES AS A WAY TO OVERCOME THE DIFFICULTIES IMPOSED BY THE COVID-19 PANDEMIC

• Autor(a) principal: Vilela, Jean Louis Landim
• Data de Publicação: 2021
• Outros Autores: Ferraz, Anderson Claiton, Araújo, Mauro Sérgio Teixeira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11470
• topic: Recursos Tecnológicos. Formação de Professores. Pandemia de COVID-19.; Technological Resources. Teacher Training. Pandemic of COVID-19.; Recursos tecnológicos. Formación de professores. Pandemia de COVID-19.

This article is an exploratory study carried out in a context where the insertion of technology in the lives of the population has significantly changed their habits and attitudes. With education as one of the sectors most impacted by these transformations, it is understood that teachers and students need to restructure in the face of new teaching methodologies, increasingly marked by the presence of technological resources in school activities. With the advent of Covid-19, the need for change has become even more urgent, but were we prepared? The objective of this study was to identify in students from public and private schools, in Minas Gerais and São Paulo, their perceptions regarding the use of technological resources during the pandemic in Physics classes. For this, a questionnaire containing open and closed questions was applied, using google forms, and the open questions were categorized a posteriori based on Bardin's Content Analysis. The results indicated that the use of technological resources contributed with the online classes, due to the diversity of tools that the internet offers and the help of video classes. However, a portion of the students pointed out difficulties in understanding the contents covered and a lack of concentration in the classes. The commitment related to interest and responsibility with the proposed activities was highlighted by the students, and some of them reported a greater lack of interest, besides feeling the need for the teacher's physical presence.