Interação professor-aluno durante o ensino remoto emergencial

Abstract

The pandemic scenario caused by the covid-19 virus affected the world in 2019 requiring attention in the ways of preventing disease protocols caused by viruses. Several commercial sectors, promotion of events, leisure areas, education and work had to stop in the face of the emerging situation that the world was experiencing. It is in this context that the Ministry of Education signals the implementation of Emergency Remote Education (ERE) for both basic education and colleges. Thus, the present work aimed to analyze the teacher-student interaction during emergency remote teaching. To this end, we sought to observe synchronous classes by Google Meet of high school and elementary school classes of two public schools located in the municipality of Aracaju/SE. It was a total of 15 classes followed, with approximately 01:00 hour each, comprising, therefore, 15 hours of class observed. The data were treated through a qualitative approach and it was possible to observe multiple reasons for emergency remote education to be celebrated and reasons for its discontent and ineffectiveness, such as the inaccessibility of students and teachers, demotivation and lack of management with Digital Information and Communication Technologies. Finally, other ways of working in education and the need for plural profiles and greater expansion of the analysis are discussed to trace more accurately the real impact of Emergency Remote Education during the years of its implementation.