Avanços e obstáculos na integração das tecnologias de informação e comunicação no ensino médio remoto e híbrido de física

Abstract

Information and Communication Technologies (ICT) have been expanding their presence in teaching and learning processes in the various contexts and modalities of education, as well transforming the classroom space and the role of teachers and students. With the covid-19 pandemic, and consequently the institution of remote education, at first, and hybrid, in a second moment, the insertion of ICT’s occurred abruptly, in view of its fundamentals importance for that teaching activities could continue. In this context, this research has main objective to investigate how the integration of ICT occurred in high school physics, remote and hybrid education in order to analyze the advances and obstacles of teachers in the city of Tefé - AM in this process. For this, we rely on theoretical references that discuss the essential responsibility of the teacher in this process. In methodological terms this research is qualitative in nature. As for the objectives, the research can be classified as explanatory; in terms of technical procedures, the research is partly bibliographic, as is the conception study case. The research subjects were teachers who worked in the physics discipline in high school during the Covid19 pandemic, they’re part of the public school system in the city of Tefé - AM. As for the data collection instruments, we choose a semi-structured questionnaire and an interview, constructed in accordance with the research objectives, aiming to deepen the understanding of the problem. The results obtained explain the technological resources used by teachers, as well as the teaching and evaluation strategies - related to ICT - were developed by them, in addition to challenges faced throughout this process. One of the major challenges was linked to the lack of infrastructure (quality internet access and equipment), both for teachers as to students, in the development of educational activities remotely. Finally, another relevant data was that most teachers did not have specific training for the use of ICT, nor did they even have it in the period of remote and hybrid education in the pandemic; which points us to the need to expansion of initial and continuing training of teachers with regard to the critical and creative integration of ICT in physics teaching. As for advances, we highlight the integration - or even expansion of integration - of various technological resources, such as online learning platforms, videoconferences and digital resources, as well as the search for greater dynamicity in classes, based on the use of active methodologies for development of Physics teaching and learning activities.