O uso das TICs na formação inicial de professores de química no contexto do ensino remoto

• Ano de defesa: 2022
• Autor(a) principal: Nunes, Antonio Marcelo de Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Química - Estudo e ensino; Ensino a distância; Tecnologia educacional; Formação continuada do professor; Chemistry - Study and teaching; Distance learning; Educational technology; Continuing teacher education.; CNPQ::OUTROS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/75946

The present work proposed to apply a case study in the Chemistry Degree course at the Federal University of Ceará through the use of its own methodological adaptations anchored in the use of ICTs and applications aimed at teaching Chemistry, focusing on the training of undergraduates, in seeks to improve the teaching-learning relationship and be a basic training aid for professionals in the field who need to teach classes in remote learning. With the social isolation experienced in 2020, due to the pandemic caused by covid-19, educational institutions and their teachers needed to implement rapid updates in their modus operandi so as not to interrupt the teaching-learning process for millions of students. To meet this sudden and unplanned change, the Brazilian National Education Council exceptionally and provisionally allowed remote classes to be held, a modality called emergency remote teaching. The promotion of the use of ICTs is not something new. There is already a range of research that points to the use of these technologies as important and desirable. However, the scenario experienced by the impossibility of students and teachers being together in the same space accelerated this process, transforming the use of these ICTs into essential and urgent. It is the researcher's task and the proposal of this study to understand the difficulties brought about by this scenario and to debate about the use of these technologies in a contextualized way in the teaching of Chemistry, serving as a minimum framework so that it can act better in two aspects: both improving teacher training and aligning it with the technological behavior and expectations of 21st century society, as well as serving as a prior and adequate preparation for situations as emergency as those experienced in the year 2020. As a result of this research, an educational product was developed to serve as an initial and suggestive guide for this audience on how to use the synergy between ICTs, applications and chemical content as methodological support for their teaching activities.