TDIC utilizadas no ensino remoto por professores participantes do programa residência pedagógica biologia

Abstract

Faced with the challenges and difficulties encountered by Science and Biology teachers to teach their classes, through Digital Information and Communication Technologies (TDIC) during emergency remote teaching, this research aimed to investigate which DICT were used in emergency remoteteaching by science and biology teachers. Sciences and Biology, participants of the pedagogical residency project in Biology of the Degree in Biological Sciences at UTFPR campus Santa Helena, highlighting the difficulties and possibilities of using TDIC during emergency remote teaching. To achieve these objectives, the research methodology used consisted of a semi-structured interview with three Science and Biology teachers. The collected data are organized, analyzed and discussed based on the bibliographic reference, following the qualitative research approach. The analyzes of the interviews are based on the direct transcription of the responses of the two interviewees, following the assumptions of the content analysis proposed by Bardin. Through two results it was possible to verify that the teachers already had or spoke two TDIC or ICT terms, although they found difficulties in the conception of the terms. Regarding the DICT most used during distance learning, that is, WhatsApp and Facebook are the socialnetworks most used by teachers during distance learning. As for difficulties with DICT, teachers mainly cite the lack of knowledge, both on the part of teachers and students, on the subject, the lack of specific training on these technologies and the lackof access of both students to these technologies. In relation to the advantages that TDIC will provide, teachers will cite quick access to information, more dynamic and interactive classes and the acceleration of the computerization process in schools. Inview of the two results of the research, it is possible to infer that the Digital Information and Communication Technologies affect, if they do not solve the problems of education and do not replace the role of the teacher alone, it is important to continue researching what these new technologies have to offer in education