O perfil docente, o uso da tecnologia educacional e a metodologia didática empregada, antes, durante e depois do ensino remoto emergencial brasileiro

Abstract

The use of technological resources as a mediator of learning is one of the topics currently discussed and advances educational advancement. Its use was intensified with the emergence of a pandemic that resulted in the suspension of in-person classes and the introduction of remote teaching. At this time, we sought to map the teaching technological profile and its methodologies, through the application of an Anonymous Google Form, which addressed issues related to the educational mastery of technological tools, teaching experience, preparation and execution of classes. Teachers from fifteen States participated in the research, in which 41% indicated basic mastery in the pedagogical use of technological tools. A total of 11% of teachers demonstrated superficial and laymanship. In relation to the classes taught, the platforms that appear to be the most used are G-Suite For Education, Youtube and “Office Package”. However, the expository methodology was predominant. Relating the length of teaching experience with the level of technological mastery, teachers with between 10 and 15 years of experience stand out, with 65.3% having the highest level of mastery of the tools, a phase in which greater career motivation occurs. After the Covid-19 pandemic, the same form was applied with the aim of developing a longitudinal study of the teaching profile, mapping the current domain in relation to educational technology and the development of classes. After remote teaching, it should be noted that the teaching profile underwent changes, in which the level of intermediate technological mastery appears prominently, with 41.7% of respondents. The most used technological platform continues to be G-Suite For Education and the class methodology predominantly continues to be expository, however with a significant increase in interactive methodologies. In the current scenario, teachers with up to 5 years of experience have the highest levels of specialization in the use of educational technology in the classroom, while teachers with between 5 and 10 years of experience have the most basic level of mastery. Remote teaching promoted a significant change in education, raising the level of teacher preparation and encouraging the use of more active methodologies.