Os desafios do ensino remoto segundo professores dos anos iniciais do ensino fundamental de uma escola municipal de Goiânia

Abstract

With the arrival of the Coronavirus pandemic, which safely established social distance, schools had to implement emergency remote teaching, requiring teachers and students to use technologies in education. In view of this scenario, this work had the general objective of investigating the challenges experienced by teachers working in the early years of elementary education in a school located in a socioeconomically deprived neighborhood of Goiânia during remote teaching, assuming that such challenges have existed. The specific objectives were to identify the training, both initial and continuing, of teachers who had been subjected to the use of technologies during remote teaching; to analyze how the process of implementing remote teaching took place, what were the measures adopted by municipal schools responsible for offering the early years of elementary education, in the eyes of teachers. Thus, the question is: did the teachers of the early years of elementary education who work in schools in the poorest neighborhoods of Goiânia receive the necessary support for the implementation of remote teaching? This research has a qualitative approach and is classified as field research and bibliographic survey. It discusses the lack of teacher training regarding technologies for the classroom, from Cibotto and Oliveira (2017), and the measures adopted by schools from the perspective of teachers, using concepts from Kenski (2003). It is found that the biggest challenges presented by teachers were the lack of knowledge about the equipment (technological knowledge), technical support, and contact with students in remote classes. The conclusion is that technologies are essential for education in the digital world in which everyone lives today. From this perspective, it is necessary to train teachers so that they can use technologies in the classroom with property and to guarantee access to quality Internet and adequate equipment to all teachers.