"Só tinha um celular para quatro pessoas": refletindo o ensino remoto em química junto a alunos do ensino médio

Abstract

Due to the COVID-19 pandemic, in-person classes were replaced by remote teaching classes, creating what we named Emergency Remote Teaching. Working with the Chemistry subject in this type of teaching has become even more challenging for teachers, since these contents are considered complex and difficult, probably because they involve a wide range of symbols, and formulas, in addition to their phenomena, most of the time, not visible to the naked eye, which makes it somehow abstract to identify and understand. This study aimed to reflect on remote teaching in Chemistry with students in the 3rd year of high school. The research was classified as mixed in terms of approach and as descriptive according to its objective. In terms of technical procedures, we categorized it as a field study. The research was carried out in a state school located in the municipality of Areia, in Paraíba. Eighty-five students from the 3 rd grade of high school, participated in this study. A questionnaire was used to collect data, aimed to evaluate the conditions of study at home and student learning during remote teaching in Chemistry. Data were analyzed through graphs based on the objective questions and on the selected answers to the subjective questions, presented in a literal way. We concluded that the participating students needed to dedicate themselves to domestic activities and did not have adequate study conditions, since they used to study in the bedroom, and the living room and they only had their cell phones for this purpose. In addition, a considerable percentage of students did not have access to the internet and had to rely on printed activities delivered by the school. We also highlight the students' lack of planning to study, since they stated that they studied at random times and, on average, 2 hours a day. Another result that caught our attention was the fact that many students stated that they did not participate in synchronous classes via Google Meeting, because they were not able to adapt to this form of teaching and because they did not understand the content taught. They also mention that did not interact during classes because they were shy, not motivated to interact and not understanding the content enough. In addition to not interacting, these students also did not open the camera during synchronous classes, justifying shyness; little engagement in classes and concern with appearance. We noticed that most students claim that they did not learn or that they learned little during remote teaching, classifying it as regular, terrible or bad. Thus, we highlight the weaknesses of education brought about by the covid-19 pandemic, which indicate the need for transformations in the way of teaching and learning, which must go beyond the practices of transmitting content.