A percepção de professores de Ciências de escolas estaduais de Cascavel/PR a respeito do uso de tecnologias digitais no contexto da pandemia da Covid-19

Abstract

The use of Information and Communication Technologies (ICT) and Digital Information and Communication Technologies (DICT) in society and education has increased by the Covid-19 pandemic since 2020, and aroused serious changes, mainly regarding social contact. Based on this datum, this research aimed at analyzing some Science teachers’ perceptions from the last years of Elementary School, in state schools from Cascavel/PR, about ICT and DICT in Science Teaching (ST) in a pandemic context. The research problem aimed at understanding what teachers' perceptions about ICT and DICT in ST are according to this scenario, considering 2020. Thus, some specific objectives were developed to answer such question: a) review the national and paranaense documents that subsidized educational actions during the pandemic along 2020; b) understand teachers' perceptions regarding the ICT use in ST; c) evaluate the teaching objectives, teachers’ facilities and difficulties in using ICT in ST in a pandemic context and in teachers’ training activities. So, according to a qualitative methodological approach, a Documental Analysis and a Categorical Analysis were carried out. The first one aimed at systematizing the guiding documents published at the federal and Paraná state levels to guide teachers’ educational decision-makings in 2020. The second question aimed at analyzing semi-structured interviews with nine teachers of Science. It was observed, from the teachers' report, that they received training during this period to use DICT in an emergency remote teaching. These trainings provided support in such a way that the teachers could use digital technologies in ST. Among the reported problems, there is a lack of equipment for students and teachers to accomplish and take part of remote classes; economic problems of the students' families and the lack of help from the youngest students’ parents to conclude remote tasks. There were some advances in remote teaching and the pedagogical use concerning digital technologies, including in ST during 2020. It was understood that, during this school year, specific resources were used to teach Science, such as virtual museums of science and virtual laboratories of Science. However, it is necessary that this training includes actions that have continued during and after the pandemic. Although this study aims at understanding, based on specific questions, how ST occurred during 2020, we observed that not many specific examples regarding ST were reported and we ascribed this to the great sudden changes that occurred to make remote teaching possible and to the fact that teachers are not used to such changes yet.