Impactos das TDICs no ensino de Sociologia durante a pandemia de COVID-19 na EREM Edson Simões em São José do Egito - PE.

Abstract

The research presented here depicts the reality experienced by students and teachers at the Edson Simões Reference High School (EREM) in the city of São José do Egito, PE. The General Objective proposed was to analyze the impacts of the COVID-19 pandemic on Digital Information and Communication Technologies (TDICs) in the context of remote teaching in sociology at a high school in São José do Egito, PE. The Specific Objectives: (1) To identify, together with the students, how the processes related to the use of TDICs influenced their learning during the COVID-19 pandemic; (2) To verify the challenges faced by students in the sociology subject during remote learning, considering the sanitary measure of social distancing; and finally, (3) To discuss the importance attributed to OCNS and BNCC in the technological means used at EREM Edson Simões during the period of social distancing. The data presented demonstrated how the students of the mentioned school managed to handle their studies and the use of TDICs despite the necessary distancing and the difficulties of accessibility due to technological equipment. We also highlight how teachers and students were able to adapt to the use of these means with the necessary speed required by the moment. The methodological approach was based on qualitative, participatory research, using a questionnaire as the data collection instrument. This instrument was applied to students of the 3rd year classes A and B, who were part of this research, with the researcher being a sociology teacher. The questionnaire focused on questions related to TDICs and the pandemic and their difficulties with virtual classes, which was our research subject, based on the theoretical contributions of Pierre Lévy (2000), Manuel Castells (1999-2005), and Adam Schaff (1985). Through the sociological constructs of these authors, we noticed the need to investigate the learning processes in sociology teaching at the high school level through digital equipment and to develop means to better address the listed problems. As results, the students revealed the difficulties and successes achieved throughout the remote teaching period, the objections regarding access to technologies, the lack of necessary equipment for the smooth running of classes, the effort of teachers to make access to content and activities possible, among other issues. We consider that despite the COVID-19 pandemic and its effects on sociology teaching through remote learning, it demonstrated the importance of using TDICs and their pedagogical direction in this unique moment of learning for students and teachers.