Ensino de ciências no contexto do ensino remoto emergencial: uma situação de estudo sobre alimentação e saúde

Abstract

Given the challenges posed by the COVID-19 pandemic and the adoption of Emergency Remote Learning (ERE), this research began with the implementation of a Study Situation (SE). The investigation aimed to analyze how the implementation of a SS, with the theme "Food and Health in Times of COVID-19," could foster the connection between school knowledge and the everyday knowledge of high school students at the Center for Teaching and Research Applied to Education (CEPAE), contributing to an interdisciplinary approach, even in formative contexts mediated by digital technologies. Based on Vygotsky's Historical-Cultural Theory and Bernard Charlot's Theory of Relation to Knowledge, the study sought to understand how students relate to scientific concepts when these are mediated by real-world problems and situated within their experiences. The research's specific objectives were: to investigate student participation in remote classes, identify the concepts mobilized based on students' experiences, and analyze the meanings attributed to constructed knowledge. The methodology involved analyzing questionnaires, transcripts of remote classes, thematic videos, and texts produced by students. The results showed that the SE enabled a more dynamic learning environment, favoring the expression of prior knowledge, the construction of new concepts, and the critical engagement of subjects with the proposed topic. However, the experience with the ERE also highlighted important limitations, such as unequal access to technology, the precariousness of the digital infrastructure, and the difficulties in ensuring the effective participation of all students. These challenges exposed and deepened existing educational inequalities, making it clear that, although the ERE guaranteed some continuity of school activities, it was unable to fully guarantee the right to learning for all. Thus, the formative potential of SE is reaffirmed as a curricular proposal that breaks with disciplinary fragmentation and values the relationship of subjects with knowledge, but also the need for educational policies that guarantee equitable conditions of access and participation in remote learning.