AMARAL, N. N.; http://lattes.cnpq.br/9717010232981011; AMARAL, Niedson do Nascimento.
Résumé:
In the context of the Covid-19 pandemic, Sociology teachers at the State Technical Schools of Pernambuco had to first, on an emergency basis, adapt to maintain pedagogical service in distance learning and subsequently reinvent themselves to adapt their practices to Remote Teaching, evolving to Hybrid Learning with a clearer and more detailed proposal for Education in the context of the pandemic. This context brought unimaginable challenges to the educational system in Brazil and the world, which will certainly leave positive or negative contributions to Education. Based on this, this research aimed to build a diagnosis of Sociology teaching carried out in the State Technical Schools (ETES), of the Sertão do Alto Pajeú Regional Education Management (GRESAP) during the context of the Covid-19 Pandemic, in the period 2020/2021, identifying the challenges faced and the possibilities for improvements in teaching the subject based on the experiences lived by teachers. To carry out this research, we used the assumptions of qualitative research, through research using an online questionnaire. The research was carried out using Google Forms. In the end, we identified that there were many challenges imposed on teachers during the COVID-19 pandemic period, including the lack of material support and knowledge for remote classes and the difficulty in adapting classes to the format, among others. But it was also possible to identify some advances such as investment in technological support material for teachers and the expansion of teachers' perspective on the use of technology in the classroom. It was also concluded that even with all the technological support available, what really made the difference was the willingness of teachers to maintain student contact with the school and thus minimize, within the possibilities, the damage to the teaching-learning process, the The teacher's work makes a difference.
