Ensino remoto emergencial durante a pandemia da covid-19: percepção dos docentes do cursinho pró-enem da UFPB.

Abstract

The Pró-Enem Preparatory Course, from the Center for Social and Agrarian Sciences, Campus III of the Federal University of Paraíba, is a project that was created in 2007 by Professor Dr. Marcos Barros de Medeiros, with the institution's own resources. With the COVID-19 pandemic that began in 2020, the project needed to reinvent itself, migrating from face-to-face teaching to Emergency Remote Teaching (ERE). In view of this changing scenario, it is necessary to carry out studies that contribute to a better understanding of how this readjustment process took place, its effects, consequences and results on the actors involved in the project. Thus, the objective of this work was to analyze the view of the teachers of the Pro-Enem Course at the Federal University of Paraíba on Emergency Remote Teaching as a result of the COVID-19 pandemic. For the construction of this research, the exploratory study method was used, combined with the use of a structured questionnaire, as a tool to obtain information from the faculty, object of study. Thus, 12 teachers who worked in the Pró-Enem course participated in the research. Bibliographic research was also carried out on the state of the art of teachers' perception of distance learning and ERE. With the study, it was possible to identify that the pandemic caused numerous problems in the lives of the teachers who are part of the project, such as anxiety, insecurity, fear, among others. An important report by teachers about students who participated in the project in 2020 and 2021, pointed out that there was a direct impact on student participation during classes, so that they were more distracted, less active in debates and discussions about the class subjects, in addition to the fact that there was, in this period, a high dropout rate. In retrospect, the teachers, who were part of the project during the period of offering face-to-face teaching, reported access to transport as the main obstacles faced by them and the students, while in the ERE they mentioned several difficulties faced that may have resulted in the evasion of students. students, difficulties with digital platforms, the lack of adequate conditions to follow the classes, since the internet, computer, smartphone or tablet available often did not meet the students' needs, the lack of interest of students in classes, in addition to emotional problems, often associated with the pandemic situation experienced during this period. Thus, we can conclude that the COVID-19 pandemic had a great impact on the dynamics of the Pro-Enem Course. The changes resulting from the pandemic influenced the emotional health of teachers and students, which is possibly reflected in their performance throughout the execution of the project. In addition, with a broader reflection, the ERE made more visible the numerous obstacles that are still present and persistent in the process of implementing remote teaching. So there are structural, technological and social barriers to be overcome. Evidencing a worrying scenario in which Brazilian teachers and students, and the educational structure itself, are not yet prepared for such a teaching modality.