O WhatsApp como ferramenta de trabalho no ensino remoto emergencial

Abstract

The general objective of this study was to analyze the use of WhatsApp as a working tool in the early years of elementary education during remote teaching. This qualitative research included the application of a questionnaire, through Google Forms, to 48 teachers of the early years of elementary education from six public and private schools in different cities of the metropolitan region and interior of the State of Goiás. The following questions guided the research: in what way did the use of WhatsApp as a working tool occur in the teaching learning process during the pandemic? What were the difficulties experienced by teachers of the initial years of elementary school during this period? How do teachers perceive WhatsApp in their work? Is there a limit to the personal and professional use of WhatsApp? The theoretical reference of the analysis covered Kenski (2003), Kenski (2007), Kenski (2013), and the Technological Pedagogical Content Knowledge concept, from Cibotto and Oliveira (2017). The results suggest that WhatsApp as a tool for teaching work in remote education has provided an emerging outlet for school teaching and learning, given the need for social isolation. This tool provided communication in school institutions among staff and between teachers and children's families. Difficulties are pointed out in the professional and personal use of this app, with emphasis on the prolongation of the workload, besides making teachers susceptible to cyberbullying. The conclusion is that the application can be a promising working tool for education, as long as the purposes of use are considered, as well as the material and objective conditions in which it occurs and the professional knowledge required for its use in school.