Desafios e estratégias do ensino remoto emergencial: uma abordagem da literatura da área

Abstract

This research has as its theme the Emergency Remote Teaching (ERT), a format adopted byeducational institutions to continue school activities during the period in which schoolsstopped their face-to-face activities, due to the need for social isolation as a measure of copingwith COVID-19. The research's guiding question is: how does the literature in the areaaddress remote education in the face of the pandemic caused by the coronavirus? Theobjective of this research is to analyze in the literature of the area, how the authors approachthe ERE. The sources of this research are online books, texts, and academic articles availableon electronic platforms, by authors such as Silva; Silva Neto; Santos (2020), Costa; Birth(2020), Costa; Birth (2020), Cunha; Ferst; Bezerra (2020), Pinto; Martins (2021), Castro;Rodriguez; Ustra(2020), among others, in addition to the legal documents established by theMinistry of Education (MEC) such as Resolution CNE/CP No. 2, of August 5, 2021(BRASIL, 2021). It is characterized as bibliographic research, qualitative and exploratory.The time frame prioritized works published between March 2020 and August 2021. Adescriptor was created with the selected categories, from which the analysis of theinformation content was performed. The results indicate that the ERT was an importantresource during the period of the pandemic, presenting several challenges to those involved,mainly concerning the lack of access to digital technologies and teaching resources. Theyreveal that teachers sought strategies to enable teaching through WhatsApp groups, videoclasses (indicate some strategies). It is concluded that it is necessary to promote trainingpolicies in educational technologies, just like its own policies for Emergency RemoteLearning.