A metodologia da Resolução de Problemas no 6° ano do Ensino Fundamental durante o ensino remoto

Abstract

This research sought to investigate the difficulties encountered by Mathematics teachers during the COVID-19 pandemic period, in which Education needed to adapt to a new teaching modality: Remote teaching, which required teachers to adapt to the principles of this modality, giving new meaning to his practices as a Mathematics teacher. The research consists of a qualitative research, in which the research subjects were two Basic Education Mathematics teachers, so that the analyzed data were collected through a semi-structured interview, which took place with the two teachers from the platform Google Meet. With regard to the theoretical basis of this work, we base ourselves on the principles of the Problem Solving methodology of Polya (2006), Onuchic and Alevatto (2011), Carvalho (2007), complemented with the work raised from a bibliographic mapping that involved the Solving of Mathematics Problems in the 6th year of Elementary School, as well as in the main documents that guide Basic Education in Brazil, such as the Common National Curriculum Base (BRASIL, 2018) and in the recently published works involving remote education during the pandemic (ALVES, 2020; MARQUES; SILVEIRA; PIMENTA; 2020). The qualitative analysis of the collected data was based on Bardin's (2011) content analysis, in order to understand how Problem Solving, remote teaching and teaching practice dialogued with each other during this exceptional period. The study pointed out that teachers needed to adapt to aspects never imagined before and needed to distance themselves from practices that are only possible to be performed in person, which emerged as an obstacle to the realization of Problem Solving during remote teaching.