A interferência da pandemia do Covid-19 e os impactos na educação básica.

Abstract

The novel coronavirus outbreak (SARS-CoV-2) caused a lot of impacts in several areas of social interaction. One of these areas affected by the COVID-19 was the education, which had a major change suddenly and made the teacher need to reinvent himself to continue educational activities in the model of emergency remote teaching that became part of his routine. In this context, the present study aimed to investigate the interferences of the pandemic in the field of education from the point of view of teachers, identifying the problems and difficulties that these professionals in have come through remote activities. As a methodological strategy for this purpose, a quantitative and qualitative study was carried out, composed of a sample of 64 teachers of the Elementary School and High School in Brazil. A total of 55 teachers from Paraiba State, 6 teachers from Rio Grande do Norte State, and 3 teachers from Rio de Janeiro State. All of them claimed to be carrying out teaching activities in the remote mode. The collection of information took place between April 9 and 22, 2021, via an online questionnaire on Google forms, composed of 17 questions. Data showed that, despite the difficulties regarding the use of technologies as teaching resources, accessibility to technological equipment and quality internet networks, teachers are continuing to work in this pandemic period. In this scenario, therefore, the importance of continuing education based on the principles of training professionals is also highlighted, in order to promote students more security and autonomy in the fields of technological tools, since TICs (Information and Communication Technologies) enable the practice the school routine, even in times of health crisis, also promoting socialization, educational interaction, and communication between the educator and the student. It is also concluded that all professionals engaged in education need to continually rethink their actions for the development of new projects and skills in teaching practice, at the same time that they must be trained, equipped and stimulated by their institutions.