O ensino remoto em tempos de COVID-19: o discurso dos docentes de uma instituição de ensino do Estado do Paraná

Abstract

This dissertation was developed in the Master Program in Education of the Universidade do Oeste Paulista (Unoeste) in the line of research 2: Training and action of the teaching professional and educational practices. Its general objective was to analyze the perception of a group of elementary and high school teachers from an educational institution in the state of Paraná about the remote teaching process. The methodology was qualitative, case study type. The data collection took place through a questionnaire with 15 teachers of Elementary and High School of an institution of the State Network of Paraná, in order to verify the teacher profile and perception on the remote teaching process. For data analysis, we used the Collective Subject Discourse (DCS) technique, with the central ideas presented in categories, such as: concepts of remote teaching; the remote teaching planning process; remote teaching and the learning process of students; teaching training for remote education; remote education: obstacles to implementation and overcoming strategies. The results showed a difficulty in defining remote education and its distinction with distance education. Regarding the issue of planning, it was evidenced a joint work of the Department of Education with schools, and government actions (creation of the Paraná Classroom, use of Google Classroom, Business Intelligence) facilitated learning, however this was not effective for all students due to lack of equipment, internet or difficulty adapting. The teachers were unanimous in stating that there was teacher training for remote education, highlighting that, during the process experienced, there was persistence, determination and innovation.