Experiências de um grupo de professores/as de ciências da natureza no cenário pandêmico à luz da perspectiva freireana

Abstract

In this paper, we highlight the need to understand the experiences lived and narrated by Natural Sciences teachers of Basic Education from three public schools in the state of Mato Grosso do Sul, who taught during the pandemic period of 2020 and 2021. With the pandemic spread by covid-19, society changed, causing changes not only in the social and economic sphere but also in the organization of Brazilian education. First, there was the suspension of on-site classes, which was made official by Decree No. 15.391 of March 16, 2020. Initially, the suspension was for 15 days. However, with the alarming contamination rates, there was the publication of a new decree, No. 15,395, of March 19, 2020, which determined that school activities should be carried out in a remote format and/or online. In this context, Complementary Pedagogical Activities (CPAs) originated as a means of giving continuity to education. Given this scenario, we elaborated a theoretical and methodological proposal with a qualitative approach in an attempt to understand the experiences lived by teachers of Natural Sciences. The construction of the empirical material was obtained through four experience reports and one interview with the teachers. This material was analyzed through a Textual Discourse Analysis (TDA). The theoretical and methodological assumptions that were the basis for this proposal proved to be a powerful instrument in the training of Science teachers. In a movement of initial categorization, we organized and approximated similar categories and developed arguments to apprehend the emerging category. As a result, we obtained seven initial categories, six intermediate categories, and one final category. This categorization process was the basis for the constitution of the metatext, that is, we sought to understand the phenomenological itinerary with dialogues between the researcher and the theoretical references, interweaving glances, and perceptions during the path taken in the analysis. Facing the pandemic experienced in the years 2020 and 2021, we understand how much teachers had to redesign and adapt their classes, using Information and Communication Technologies (ICTs) and Digital Information and Communication Technologies (DICTs) as potential tools to continue teaching. Nevertheless, it was evident in the teachers' reports the digital exclusion, with low student participation in asynchronous classes and/or activities. Thus, we found that the viable alternative for the school to continue its educational activities was the use of CPAs.