AS LACUNAS DO ENSINO REMOTO: REFLEXÕES SOBRE A ABORDAGEM DE ENSINO NAS AULAS REMOTAS E O IMPACTO DA PANDEMIA DE COVID-19 NA EDUCAÇÃO

Abstract

This article seeks to discuss the effects of the pandemic on Education through the adoption of emergency remote teaching as a means of continuing studies. In this sense, the text analyzes whether the teaching approach used in remote Basic Education classes contributes to meaningful learning, according to the assumptions defended by David Ausubel, or reinforces the content teaching characteristic of traditional teaching. For this, we sought to identify the communication channels used in remote classes; to analyze the forms of exposition of the contents and the activities proposed by the professors. From a qualitative approach supported by exploratory research, the data collection took place through the application of a questionnaire to teachers of Elementary School and High School, of a State Education Network, located in Itapirapuã-Goiás. The analysis of the collected data was based on the concept of Content Analysis proposed by Bardin. The research results showed that traditional teaching, with an emphasis on content, prevailed in remote classes, and there was also a difficulty for the teacher in defining the form of teaching approach used. The research proved to be an important instrument for the construction of knowledge, and understanding of the aspects that make up the educational field.