Aulas práticas de Química durante o ensino remoto no Instituto Federal de Goiás - Campus Itumbiara

Abstract

With the arrival of the pandemic in March 2020, caused by the COVID-19 virus, classes were suspended, educational institutions, teachers and students had to adapt to a new routine to develop their activities through Emergency Remote Education (ERE). Thus, the objective of this work was to identify the difficulties during the performance of practices in the remote chemistry classes in the period from 2020 to 2021, verifying the technologies used to teach chemical content in High School, Youth and Adult Education (EJA), Higher education and Graduate Studies. Initially, a bibliographical research was carried out to understand the proposed theme, then the present study was developed from a qualitative approach. The research was carried out in the first semester of 2022 and had the participation of 5 (five) teachers and 72 (seventy-two) students of High School Chemistry, EJA, Superior and Post Graduation, both day and night shift, federal institute of Goiás - Campus Itumbiara, between April 27, 2022 and May 2, 2022. The data collection instrument used was an online questionnaire that was elaborated in the Google form application. The data collection instrument used was an online questionnaire that was elaborated in the Google form application. Two (2) questionnaires were elaborated, both with objective questions, one for teachers and one for students, containing ten questions in each, the link of the questionnaires was forwarded in the whatsapp groups of students and chemistry teachers. The teachers reported as greater difficulties the participation of students in the ERE and also the difficulty in performing practical activities remotely. All teachers used technologies in their classes and most of them (60%) teach practical or experimental chemistry classes. In relation to the students, the greatest difficulty was the concentration in the classes in the ERE model. Most classify ERE as moderately effective. One third of the students reported not having taken practical chemistry classes and of the students who had, half were able to participate in the classes. After analysis of the questionnaires, it was found that even with the difficulties encountered, the methodologies used by chemistry teachers during the ERE helped in the learning process.