A ação docente na perspectiva do Ensino Remoto Emergencial (ERE) em escolas de Santarém-PA, Brasil

Abstract

This research was developed during the Coronavirus pandemic, with the objective of analyzing perceptions and teaching strategies in the context of Emergency Remote Teaching (ERE), to understand it, analyze pedagogical didactic strategies and identify teachers' perceptions in relation to ERE. The methodological approach follows a qualitative approach of an exploratory nature, guided by the Grounded Theory (GT), through an online questionnaire, divided into categories, to collect information from the educators participating in the "Project digital technologies for learning in times of pandemic" linked to UFOPA, on the training of educators, digital resources, didactic-pedagogical strategies and other specific issues regarding the ERE. As a result, difficulties and skills were identified with the use of TDIC, strategic pedagogical adaptations consistent with the remote emergency condition, issues related to mental, psychological and emotional health, benefits and difficulties in the daily life of educators, and family support for them. All these measurements were directly related to the points and counterpoints of social isolation.