O Ensino Remoto Emergencial e o Desenvolvimento de Competências e Habilidades Digitais : um estudo de caso com professoras do 1º ano do Ensino Fundamental

Abstract

At the beginning of 2020, the world was shaken by the context of the COVID-19 pandemic, which brought countless uncertainties and challenges to the educational sphere, especially to teachers and their educational practice. From this scenario, teacher training presented a purpose of greater emphasis, due to the teaching and learning processes receiving new outlines through Digital Information and Communication Technologies (TDICs). Depending on the situation, it was necessary to provide training and education to teachers so that they could develop the skills and digital skills that are so necessary in the contemporary landscape. In this way, the present research seeks to understand “How were the competences and skills in DICTs of the 1st year teachers of the initial years configured in the context of the pandemic in Emergency Remote Teaching during the first half of 2020?”. Faced with this question, the study aims to investigate how the 1st year teachers of the early years perceived and meant the development of teaching digital skills and abilities in the face of the pandemic context. For this, a research based on a case study is proposed, with a qualitative approach, in a private school in Porto Alegre, with 1st year teachers as participants in the early years of Elementary School. The research was developed through document analyses, conducting semi-structured interviews and applying an instrument (electronic questionnaire) based on the self-assessment framework, DigCompEdu, based on and adapted from the European Framework, Portuguese version, for the year 2018. The data were collected and, after records, analyzed from the content analysis method, and from the observations developed in the investigation, elements were provided for the organization and planning of teaching training based on the development of digital skills and abilities associated with teaching.