DIAS, A. J. L. H.; http://lattes.cnpq.br/0981436769333060; DIAS, Alan Jones Leite Henrique.
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.