O trabalho remoto dos professores de ciências em tempos de pandemia

Abstract

With the advance of the new Sars-Cov-2 coronavirus, society was put on alert and social distancing measures were adopted, once again demanding that the school, in general, develop means to adapt to the new existing reality, so as to that there is not a decrease in the bond between the school, the students and the families. In this context, measures were taken and remote teaching was placed as an alternative to make the pedagogical practice viable. The present work arose from the questioning of how the remote work of science teachers from an Elementary School - Final Years, from a public school network, in this period of social distance, resulting from the pandemic of the new coronavirus Sars-Cov- two. Thus, we aim to analyze the development of the work carried out by the science teacher remotely, in the context of the Covid-19 pandemic, considering the objectives of science teaching and the support received by teachers for the urgent adaptation to this teaching format. We discuss the role of education and teaching in the process of humanization of individuals, explained by Historical-Critical Pedagogy, and we will reflect on the objectives of science teaching, with its history and composition in school curricula and its different purposes and forms of treatment to the throughout history. In this perspective, we will bring some reflections on remote work and remote teaching, with its implications in the educational field, considering the teaching and learning processes. In this reality, then, a look at the objective conditions in which education was focused on in times of pandemic will also be brought, demonstrating the difficulties in implementing this process and success over it, which, in general, did not arise with the pandemic, but were only accentuated in front of a picture that already existed. Qualitative research was based on Creswell (2007), with an exploratory approach reinforced by Piovesan and Temporini (1995). Our research was carried out with science teachers from an Elementary School - Final Years and the data construction instrument was the Interview. The analysis of the interview was based on Bardin's (1977) content study. The results obtained demonstrated the limited objective conditions in which education was, for carrying out work and remote teaching. A situation in which it already existed and which was accentuated with the pandemic. It also demonstrated that what was expected about the development of remote teaching, which was to maintain the link between students and the school and the maintenance and development of learning, was not achieved, since the data showed that, in the perception of teachers, there was little adherence and continuity of student participation in non-face-to-face teaching activities. Another situation demonstrated was about the difficulties of accessing and using digital tools, demonstrating the lack of teacher and student preparation for the use of new technologies. And also the difficulty of supporting teachers, so that they could follow the development of teaching and learning processes more mastery, especially in this pandemic period. It is hoped that the present work will contribute to the reflection of the ideological struggle against the capitalist ideologies that control the formation of our children and young people, who already have their rights to assistance denied and that much insists on denying their rights to education. Based on this, given the relevance of this theme and the results found with the research, a scientific article was produced as an Educational Product, in order to instigate reflections on teaching and motivate the struggle for better structural conditions for the maintenance of teaching work.