Percepções de professores de física do Ensino Médio sobre suas práticas docentes mediadas por tecnologias digitais nos contextos do ensino remoto emergencial e pós-pandêmico : uma análise à luz do TPACK

Abstract

Physics teaching and the use of digital technologies passed through adaptations in the Emergency Remote Education (ERE) and post-pandemic contexts, due to COVID-19. The social isolation caused school closures and the adoption of online education. The challenges faced by the teachers in this modality lead to reflections about pedagogical practices, considering social inequality, difficulty accessing technologies and personal organization. This adaptive movement became crucial to attend the contemporary education demands, which require the structuring of the technological, pedagogical, and content knowledges by the teacher in the presented context. For this reason, the present research had the objective to understand, from the perspective of Technological, Pedagogical and Content Knowledge (TPACK), the High School Physics teachers perceptions on their teching practices mediated by digital technologies in the ERE and post-pandemic contexts. The research is characterized by a case study qualitative analysis and had High School Physics teachers from Rio Grande do Sul as research participants. Semi-structured interviews were used as collection instrument, which its reports were subsequently analyzed by the TPACK framework perspective, through the Textual and Discourse Analysis (TDA) method. Four categories emerged from the analysis: (1) teachers perceptions about the teaching practice mediated by digital technologies in the Emergy Remote Education and post-pandemic context; (2) techers perceptions about the professional teaching development unleashed by the Emergy Remote Education; (3) teachers perceptions about the students in the Emergency Remote Education and the post-pandemic context; and (4) teachers perceptions about the educational assesment in the Emergency Remote Education and in the post-pandemic context. The results evidence an evolution in the current teaching practices supported by the successful experiences coming from the ERE context and indicate the need of incorporation and integrated use of technology, pedagogy and content in current teaching training, aiming effective professional development.