Experiências e desafios de um grupo de discussãoreflexão de professores de matemática em ensino remoto emergencial

Abstract

This paper, of qualitative approach, has as its primary objective to highlight the challenges that Mathematics teachers face when developing their teaching during Emergency Remote Teaching, during the COVID-19 Pandemic. From this, it is proposed to answer the following research question: "What meanings are attributed by Mathematics teachers to their training experiences and professional experiences in the context of Emergency Remote Teaching?". In the search for answers to this question, the following objectives were chosen: I) to identify the strategies developed by Mathematics teachers, working in Basic Education, during the working period characterized as Emergency Remote Teaching; II) to understand how teachers perceive their training, the events, and experiences during the Emergency Remote Teaching period; III) to understand how the trajectory of training, professional performance and the carrying out of the research constituted professional development of the researcher. These discussions are based on studies about Experience, Teaching Knowledge, and Teacher Education. For data production we used: narratives produced in the Discussion and Reflection Group, and a training memorial. In all, three female and one male teacher, active during the Emergency Remote Teaching, were invited to narrate their experiences in the Group, which were transcribed and analyzed in the light of Narrative Analysis. In addition, the researcher's training memorial was used as a source of data in the analysis of her formative trajectory. It was identified that the educational process in Emergency Remote Education was challenging since all the structural educational problems were reinforced, unveiled, and/or amplified during this period. Among the challenges, it was evidenced: the use of technologies, the interactions with students and family members, and the pedagogical practice in the virtual environment. It is noteworthy that, despite the difficulties faced, the teachers proved to be resilient and courageous. Regarding the teachers' knowledge, it was possible to identify that, mainly, the experiential knowledge acquired before the Pandemic did not always converge with the needs that emerged in the Emergency Remote Learning, however, new knowledge was acquired. The teachers highlighted how some aspects of their practices were constituted in Experiences.