A pandemia, a escola pública e nossa busca por uma compreensão desse desafio na contemporaneidade

Abstract

This dissertation text presents the investigations carried out on how the COVID-19 pandemic impacted the work of mathematics teachers in emergency remote education (ERE). The objective of this investigation is “Understanding the way in which teachers are developing their teaching work in times of the COVID-19 pandemic”, more specifically mathematics teachers in basic education. Initially, the first publications on education in times of the pandemic were sought, in July 2020, and few publications on the subject were noted. As early as January 2021, this research was redone and this time with the aim of mapping these productions, identifying factors related to the methodology and bibliographic references. Stage that contributed to the construction of a theoretical framework on the topic, approaching the ERE from Hodges et al (2020) and Moreira and Schlemmer (2020); the role of teachers as mediators for the construction of students' knowledge based on Berbel (2011), Freire (1987) and Morán (2015); and also critical mathematics education in the pandemic context based on Skovsmose (2013). The methodology used is based on a qualitative approach, by Severino (2013) and Ludke and André (2013), approaching an ethnographic case study, based on André (2005). Data collection was carried out through interviews and online questionnaires and data analysis using content analysis. The research had the participation of mathematics teachers from public schools of basic education in the region of São Lourenço do Sul – RS. It can be seen that digital technologies (DT) played a crucial role in the ERE, as they allowed interaction between teachers and students, but that there was also a lack of public policies to make them accessible to all students and teachers, as reported by the surveyed teachers. at the data collection stage. The ERE provided teachers with the need for adaptation, culminating in learning and a new meaning for post-pandemic education, as 90% of respondents believed that changes are imminent, such as the rise of active methodologies and the use of DT at school.