Narrativas dos/as professores/as de ciências da natureza de uma escola em tempo integral em tempos de pandemia

• Ano de defesa: 2021
• Autor(a) principal: Neves, Mateus Santos
• Orientador(a): Lopes, Edinéia Tavares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências e matemática; Ensino médio; Ensino à distância; Ensino de ciências da natureza; Ensino em tempo integral; Regime especial de atividades não presenciais
• Palavras-chave em Inglês: Natural sciences teaching; Full-time teaching; Special regime for non-face-to-face school activities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14960

The Special Regime for Non-face-to-face School Activities (REAENP) was announced in ordinance No. 4.904/2020, published in the Official Gazette of the State of Alagoas (DOE). It is part of preventive measures to avoid the spread of the Coronavirus (COVID-19). The document provides guidance on how these activities must be carried out by educational institutions, with the support of the Regional Administrations of Education (Geres) and the Municipal Secretary of Education of Alagoas. In order to understand how the Regime works, the present master’s degree dissertation is a qualitative research that aims to analyze the challenges and possibilities in teaching Natural Sciences in a full-time integral high school in the State of Alagoas, following the guidelines of REAENP. To this end, we: a) Analyzed Natural Sciences teaching practices in a school, making connections with the official guidelines and the scientific productions that substantiate teaching in this area in full-time integral schools; b) Describe how REAENP was implemented in full-time integral schools; c) Investigate Natural Sciences teacher’s opinions about REAENP and how the development of teaching and learning in this area happened. The investigation was carried out in a full-time integral school in the backlands of Alagoas – the place where the researcher works as a teacher, in the county of Piranhas, State of Alagoas. The participants in this research were three educational administrators and three Natural Sciences teachers. The data in this study was obtained through document analysis and interviews semi-structured electronically. As a result of the document analysis, it was possible to identify that the proposal of the integral education is contemporary as well as aligned with the demands of the 21st century, focused on developing critical and autonomous citizens, responsible both for themselves and for the world, although in the State of Alagoas, due to a recent implementation - 2015 - the integral education program of Alagoas (pALei), the school community, and mainly its teachers and educational administrators are still attending several training courses so as to be better prepared to work taking into account this new concept of education. Moreover, there is still a limited amount of research about integral education focused on teaching Natural Sciences. Regarding the interviews with the educational administrators about the implementation of REAENP, it was uncovered that following the regime guidelines has proved challenging for the school community, since it was a novelty for them; however, after dialogues with students and by qualifying teachers, the challenges were overcome in view of its emergency. Likewise, through the analysis of Natural Science teachers’ narratives, it was identified that the challenges that teachers already faced while teaching were also in the emergency remote teaching, on the other hand teachers recreated their ways of teaching by using learning labs and themes that promoted discussions about the pandemic and their area of expertise.