Ensino remoto emergencial e o fazer pedagógico na cultura digital: uma análise interpretativa baseada na Grounded Theory

Abstract

We live in the age of digital culture with the massive presence of Digital Information and Communication Technologies (TDIC). Despite this scenario, at school, the presence of these technologies in didactic activities was rare. In 2020, however, the COVID-19 pandemic caused schools to be closed and teaching began to be carried out remotely, in most cases, through TDIC. Given this scenario, this research aims to understand the teaching experience with remote teaching in conjunction with pedagogical practice in the context of digital culture. The research is configured as a descriptive study with a qualitative approach and the methodological path is inspired by Grounded Theory. Data collection was carried out through semi-structured interviews with 17 high school teachers from the areas of Biology, Chemistry, and Physics who worked during emergency remote teaching in the context of Brazilian formal education. Data analysis was carried out in three phases, according to Grounded Theory. They are an initial, focused, and conceptual analysis. At the end of the research, we developed a substantive theory about the phenomenon studied. The theory emphasizes that during remote teaching, teachers had other views about the use of TDIC in the educational context, but the integration of these technologies, as potentiators of teaching and learning processes, depends on action based on pedagogical praxis (which does not appear in the data) and public policies that enable social, cultural and economic equity in society (which are non-existent or ineffective and whose lack directly interfered with teaching during remote emergency teaching). The theory also shows that in emergency remote teaching, teaching was more permeated by these issues, in a way, external to the school context. It is expected that the results achieved, from the elaboration of the theory in this study, can contribute to the understanding of this moment in education and reduce gaps in knowledge in this field. As well as strengthen the understanding of the phenomenon of remote teaching and its possible implications for face-to-face teachings.