O trabalho docente no ensino remoto emergencial na Escola Indígena Borari da Vila de Alter do Chão/PA

Abstract

18. ABSTRACT Abstract — dc.description.abstract [OPCIONAL] The present research aims to analyze the experience of teachers at the Borari Indigenous Municipal Public School regarding the performance of school activities at the height of the new coronavirus pandemic, which emerged in China in December 2019 and arrived in Brazil in mid-February 2020, causing serious disruptions to terrestrial life. The education sector was one of the segments affected by the outbreak of Covid-19, a disease caused by the coronavirus, as the order was for all people to follow the safety measures established by the National Health Organization (WHO), one of them being to maintain isolation. social welfare, and people should stay at home and only go out for reasons of extreme necessity. Given these circumstances, the federal government proposed that the teaching and learning process take place through Emergency Remote Teaching (ERE), with pedagogical practices that can be mediated by educational technologies. The study presents a methodology of qualitative approach, of exploratory character, with bibliographical, documentary and empirical research. The context that approached the locus of the study was the Supervised Internship III – Virtual Learning Environments/Non-School Spaces of the Degree in Educational Informatics at the Federal University of Western Pará. The field research took place through the application of an online questionnaire, prepared in the form of Google forms, with the teachers of the Borari School, located in Vila de Alter do Chão, Santatém, west of Pará. The results highlight the main difficulties and digital resources used during the ERE and evidence the need for teacher training regarding the handling and application of digital educational methods, since they claim to have been surprised by the teaching and learning process mediated by screens and did not have the necessary knowledge for this practice. It was observed with this empirical research an absence of the necessary structure to work in the school with educational digital tools, in addition to a professional in Educational Informatics to assist the other teachers in the process of digital inclusion in their classes.