Metodologias ativas e tecnologias digitais na ótica de professores de química durante o ensino remoto: uma análise com auxílio do software Iramuteq

Abstract

The COVID-19 pandemic period caused classes to be held virtually, through digital technologies (DT), in the educational model denominated Emergency Remote Teaching (ERT). During this pandemic period, teachers were challenged to use technological resources and alternative teaching methodologies to traditional ones, such as active methodologies (AT). Facing these challenges, the aim of this study was to comprehend the conception regarding the use of AT and DT during remote classes among a group of Chemistry teachers working in private educational institutions in cities of the interior of São Paulo. Therefore, Moran and Valente’s ideas on the subject were adopted as the theoretical framework, and the approach utilized was qualitative. For data collection, semi-structured interviews were conducted with five Chemistry teachers, who held degrees in Chemistry education and were working in private schools during the research period. These data regarding teachers’ experiences during pandemic times were subjected to lexical analysis using the Iramuteq software. The results revealed that teachers were not implementing AM during their remote classes and, when they did use them, they were limited to technological resources such as slides and interactive quizzes, but focused on a traditional approach. The absence of training for the use of alternative methodologies and resources, as well as the lack of time due to the priority given to covering the contents of the textbooks, were some of the challenges presented by the teachers. In light of the above, there is a need to provide both, initial and ongoing training on these topics, as well as a reevaluation of the importance of fully covering content in learners education for a critical perspective.