MOREIRA, A. S.; http://lattes.cnpq.br/8788381046388015; MOREIRA, Alynne de Sousa.
Résumé:
In a chaotic scenario caused by the COVID-19 pandemic, we had to learn to live with
many challenges and with new ways of relating to others and the environment, the
school in turn changed the physical classrooms for virtual classrooms to from remote
teaching. In this perspective, in this study we seek to investigate some possibilities
and difficulties encountered by mathematics teachers in the context of remote
teaching of Youth and Adult Education (EJA) in the city of Cuité-PB. This is an
exploratory study with a qualitative approach. Four teachers who teach mathematics
at EJA participated in the research. To obtain the reports, a questionnaire was
applied via google forms, the data were organized from a descriptive analysis.
Among the difficulties faced in this period, teachers mainly pointed out the lack of
access to the internet, difficulties of students and teachers in accessing digital
platforms and abandonment of EJA students, among the teaching possibilities, they
report that printed activities, synchronous and asynchronous online classes, help
from social networks and the use of some digital platforms were teaching resources
used to minimize difficulties. Finally, we highlight the need to carry out a diagnostic
evaluation with these young people and adults when they return to face-to-face
teaching, in order to assess the possible losses they had during remote teaching to
help teachers plan and create mathematics teaching strategies. that allow for more
meaningful learning.