Ensino por investigação no ensino remoto emergencial: novos tempos, antigos desafios

Abstract

Emergency Remote Teaching (ERE) brought new educational needs that required readjustment of pedagogical practice. This study is based on reflections on Science Teaching and the Teaching by Investigation approach with the aim of analyzing the construction and application of an investigative teaching during Supervised Internship (ES) activities in a 6th grade class of a school in the Brazilian Northeast. The methodology adopted was the qualitative approach, seeking to understand the phenomenon as it occurred during the internship activities through participant observation. The results raise questions about the need to review practices and give new meaning to the Teaching of Science and Biology regardless of the context in which it takes place, in person or not, of course respecting the times and spaces characteristic of each environment. It is possible to infer that this work can contribute to looking at conducting internship activities as a space for research and articulation of theory and practice; to explore the potential that Teaching by Investigation can offer for the Teaching of Science and Biology, even in a remote context; and to provoke new investigations on the subject.