As tecnologias digitais e seus impactos na docência no período da pandemia COVID-19

Abstract

The Covid-19 pandemic changed the course of world history, causing the deaths of millions of people. As a way of preventing and controlling the virus, we had to live in isolation and social distancing. Digital Information and Communication Technologies (TDIC) were essential during this period so that the various sectors remained in activity, including education. This dissertation is the result of research, submitted to the Postgraduate Program in Education (PPGED) of the Fundação Universitária Federal de Sergipe (UFS), within the scope of the research line Technologies, Languages and Education, whose objective was to present the impact of TDIC in the pedagogical processes of remote classes during the Covid19 pandemic, specifically the smartphone, in the teaching practices of teachers from the 6th to the 9th year of Elementary School II at the Oséas Cavalcanti Batista Municipal School in the city of Itabaianinha, Sergipe. This was a qualitative research with characteristics of a descriptive case study and, for data collection, a closed questionnaire printed to fifteen teachers from the aforementioned school was used. As a data analysis method, Discursive Textual Analysis was used based on the theories of Moraes and Galiazzi. For theoretical discussion and reflection with the data and the entire context of the research, authors such as Pierre Lévy, André Lemos, Manuel Catells, Lucia Santaella, Eugênio Trivinho, Yuval Noah Harari, Paulo Freire, Nelso Pretto, Henrique Schneider, among others, were referenced . Scientific articles that addressed the topic and other bibliographic sources that were necessary were also consulted. As a result, the research showed that the pandemic context negatively affected the teaching-learning process, as millions of students did not have access to non-faceto-face classes due to a lack of digital equipment and internet access. However, it can be said that there was a gain in terms of teaching practice, as teachers acquired dexterity in managing TDIC. Furthermore, it was made clear that education was not prepared for emergency remote teaching and needed to invest more in digital technologies and continuing training for teachers.