SILVA, C. S.; http://lattes.cnpq.br/1289751670662747; SILVA, Charlene Sousa.
Résumé:
At the beginning of 2020, the world was affected by a pandemic, caused by COVID – 19.
With the rapid proliferation of the New Coronavirus, countries around the world, including
Brazil, were forced to take containment measures to prevent the spread of the coronavirus.
Among them, the public institutions change their routines and ways of working; it is the
school, adopting a model of emergency education while the pandemic lasts, Remote Learning.
In this sense, our research is aimed at dealing with the challenges of mathematics teachers in
the Final Years of Elementary School facing remote teaching in the city of Sumé/PB. Thus,
our research was structured as follows: the first part concerns the Theoretical Foundation,
where we approach the stories of the pandemic in the world, the concepts and characteristics
of Remote Teaching, and the Teaching of Mathematics. The second part deals with the
Methodological Research Procedures, where we highlight the types of research, in this case
the approach used was the qualiquantitative
research, the instrument we used to collect the
data was the interview, which was carried out virtually with seven of the 8 math teachers from
the municipal network and with a representative from the education department, where we
sent the questions via Whatsapp and the teachers and SEDUC, sent answering audios. To
analyze the collected data, we used a qualitative approach in a descriptive way and the
categories of analysis, Factors influencing didactic decisions, and to finalize the methodology,
we characterized the spaces and subjects of the research. In the third part, we deal with the
analysis and discussions of the data and conclude with the final considerations. About the
results obtained from our research, in relation to our main objective was that the strategies
adopted as exceptional measures to face the current pandemic situation are not including all
students due to the lack of data package for internet and equipment necessary for remote
access. In addition the training education professionals for this teaching model.