Ensino de ciências e a pandemia de Covid-19: um olhar crítico sobre produções bibliográficas pontuais
Data
2023-05-26
Autores
Marques, Renan 
Orientadores
Bizzo, Nelio Marco Vincenzo
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa apresenta um estudo de revisão bibliográfica sobre o impacto da pandemia no ensino de Ciências, tendo em vista que em pouco espaço de tempo o mundo precisou se adaptar a novas rotinas diárias, buscando frear a contaminação da população pelo vírus SARS- CoV-2, causador da Covi-19. A escola, nesse contexto, foi uma das instituições mais afetadas, pois precisou acatar as medidas de isolamento social e se reorganizar para que os alunos continuassem tendo acesso aos conteúdos escolares. Dessa forma, a alternativa mais viável encontrada pela maioria dos sistemas de ensino foi a oferta de aulas no formato online/virtual, o que se constituiu num grande desafio para muitos professores, haja vista a falta de preparo para lidar com as mídias digitais, aliada à falta de apoio institucional e também a baixa adesão de alguns alunos no desenvolvimento das propostas do ensino remoto. Desse modo, este estudo buscou identificar e caracterizar quais os impactos que a pandemia trouxe para o ensino de ciências no período entre 2020 a 2022, focalizando alguns artigos selecionados que trataram de estudantes e professores do ensino fundamental II. Para realizar essa pesquisa, foi feita uma seleção de trabalhos na área de ensino de ciências publicados a partir do início da pandemia até outubro de 2022, que tratavam dos impactos diretos da pandemia no ensino de ciências. A metodologia consistiu em duas etapas: inicialmente foi realizada uma busca pelos trabalhos publicados em revistas arbitradas tendo como critério de seleção o recorte temporal e o direcionamento para a linha de ensino de ciências. A partir dos artigos assim selecionados, procurou-se identificar quais tratavam de impactos diretos da pandemia no ensino de ciências para o ensino fundamental II. Os artigos relatam, principalmente, dificuldades encontradas em relação ao ensino remoto, mas houve também descrição de impactos positivos, em especial quanto a mudanças de rotinas de sala de aula com o uso das tecnologias digitais de educação. Com o retorno das aulas presenciais, há relatos de permanência de instrumentos tecnológicos como ferramentas de trabalho de muitos docentes. No entanto, existe consenso bem estabelecido nessa literatura apontando para a necessidade de investimentos em capacitação docente, para uso desses meios tecnológicos de forma efetiva e significativa.
This piece of research presents a bibliographic review study on the impact of the pandemic on Science teaching, considering that in a short period of time the world had to adapt to new daily routines, seeking to curb the contamination of the population by the SARS-CoV-2 virus. The school, in this context, was one of the most affected institutions, as it had to comply with social isolation measures and reorganize itself so that students continued to have access to school content. Thus, the most viable alternative found by most education systems was to offer classes in the online/virtual format, which constituted a major challenge for many teachers, given the lack of preparation to deal with digital media, combined with the lack of institutional support and also the low adherence of some students in the development of remote teaching proposals. Thus, this study sought to identify and characterize the impacts caused by the pandemic to science teaching from 2020 to 2022, focusing on selected articles that dealt with elementary school II students. Analyzes on the importance of teacher training for digital media in the classroom were also present. To carry out this research, a selection of works in the area of science teaching published from the beginning of the pandemic until October 2022, which dealt with the direct impacts of the pandemic on science teaching, was made. The methodology consisted of two stages: initially, a search was carried out for works published in arbitrated journals, having as a selection criterion the time frame and the orientation towards the line of science teaching. From the articles selected in this way, an attempt was made to identify which ones dealt with the direct impacts of the pandemic on science teaching for elementary school II. The articles mainly report difficulties encountered in relation to remote teaching, but there was also a description of positive impacts, especially regarding changes in classroom routines with the use of digital education technologies. With the return of face-to-face classes, there are reports of the permanence of technological instruments as work tools for many teachers. However, there is a well-established consensus in this literature pointing to the need for investments in teacher training for using these technological means in an effective and meaningful way.
This piece of research presents a bibliographic review study on the impact of the pandemic on Science teaching, considering that in a short period of time the world had to adapt to new daily routines, seeking to curb the contamination of the population by the SARS-CoV-2 virus. The school, in this context, was one of the most affected institutions, as it had to comply with social isolation measures and reorganize itself so that students continued to have access to school content. Thus, the most viable alternative found by most education systems was to offer classes in the online/virtual format, which constituted a major challenge for many teachers, given the lack of preparation to deal with digital media, combined with the lack of institutional support and also the low adherence of some students in the development of remote teaching proposals. Thus, this study sought to identify and characterize the impacts caused by the pandemic to science teaching from 2020 to 2022, focusing on selected articles that dealt with elementary school II students. Analyzes on the importance of teacher training for digital media in the classroom were also present. To carry out this research, a selection of works in the area of science teaching published from the beginning of the pandemic until October 2022, which dealt with the direct impacts of the pandemic on science teaching, was made. The methodology consisted of two stages: initially, a search was carried out for works published in arbitrated journals, having as a selection criterion the time frame and the orientation towards the line of science teaching. From the articles selected in this way, an attempt was made to identify which ones dealt with the direct impacts of the pandemic on science teaching for elementary school II. The articles mainly report difficulties encountered in relation to remote teaching, but there was also a description of positive impacts, especially regarding changes in classroom routines with the use of digital education technologies. With the return of face-to-face classes, there are reports of the permanence of technological instruments as work tools for many teachers. However, there is a well-established consensus in this literature pointing to the need for investments in teacher training for using these technological means in an effective and meaningful way.