Primeiros olhares para o ensino e aprendizagem pós-pandemia em ciências da natureza e suas tecnologias : um estudo de caso

Abstract

This research covered the themes of Educational Public Policy, above all, curriculum and assessment in the pandemic context, focusing on the aspects of skill gaps based on a Diagnostic Assessment, in the eyes of teachers and managers so that, based on these, it could be proposed a educational tool that minimized the impacts of the pandemic, with an emphasis on teaching and learning in the area of Natural Sciences and its Technologies (CNT), in a state school in the Municipality of Sinop, Mato Grosso. Thus, based on a qualitative participatory methodology, three data collection instruments were used for our research. In the first, the results of the Diagnostic Assessment of the State of Mato Grosso were analyzed, referring to the learning rates of students enrolled in the 1st year of high school, in the pandemic context. The second, a questionnaire, for teachers of Natural Sciences and its Technologies and managers of a state school in the Municipality of Sinop, Mato Grosso. The third, a conversation circle with these teachers. Next, we propose the construction of an Educational Product that would minimize possible impacts of the pandemic, as a research problem, with a focus on the recovery of teaching-learning. To analyze the results of the first instrument, the skills that presented high levels of gaps were taken into consideration. To analyze the last two instruments (questionnaire and conversation circle), the content analysis methodology was used and in this sense, the most recurrent points of view were related to the difficulties in teaching and learning that emerged and intensified due to social distancing, mainly linked to lags in students' technological resources, school dropout, psychological problems, lack of engagement, infrastructure problems subsidized by the sponsor for the development of classes during the period, especially lack of resources for teachers. However, there was a consensus among teachers that the educational product could contribute in a light way by satisfactorily using technological resources and also being able to use it in the absence of technology. To develop it, a Didactic Sequence was created with five steps and a support text for students, guidance for teachers and a digital quiz that can be worked on with students, through an educational platform. In this sense, pre- and post-product development questionnaires were administered to students, resulting in significant advances. It can be observed that the questions and discussions about the problem of teaching and learning, initially made with the team of teachers and school managers, were important for this research as they made it possible to follow a process of equivalence allowing the visualization of weaknesses in knowledge of students after the pandemic, in order to mitigate them. In this sense, we infer that the construction and application of the educational product contributed to mitigating students' difficulties in relation to lowerrated skills. In other words, through the equivalence process it was possible to identify that, in fact, many skills that were expected for students were not yet consolidated and in these cases the educational product was a tool for recomposing learning. The results showed good student engagement in applying the product. Likewise, the results in the advancement of learning reached 83%, when we compared the pre and post questionnaires, that is, there were advances in learning and the construction of concepts in the area investigated, contributing to the equality of teaching.