As dificuldades encontradas para se ministrar aulas remotas de Física para alunos de escola pública devido a pandemia do Covid-19

Abstract

Faced with the challenges and difficulties encountered by physics teachers to teach classes in emergency remote education in public schools; in this literature review work, a brief history about the pandemic context due to Covid-19 was presented. A distinction was made between remote education and distance education, the challenges and difficulties to teach remote classes in public schools were presented, which prepared the difficulties of transposing the didactic-pedagogical and methodological aspects of the classroom into the remote environment, as well as the difficulties of adaptation faced by teachers and students in the pandemic period and the characteristics and challenges of emergency remote education. It was also presented about the characteristics, challenges and positions of the teacher to make use of didactic-pedagogical methodologies and practices in the remote environment for the teaching of physics in the public school, as well as the methodologies, techniques and didactic resources for the teaching of physics. It was also presented on some teaching-learning methodologies that can be extremely useful for application in the context of remote physics teaching and allow to develop an increasingly appropriate learning. They are: micro-learning methodology, inverted classroom, Peer-to-peer instruction, simulations and computational modeling, as well as a proposal for an active methodology for the development of high-level autonomous discovery learning that follows the step of an intellectual production, because allows students to develop their own learning in an original, reflective, exploratory and creative way. Finally, it was presented on the main ICT tools that can be explored by teachers in remote education for the teaching of physics.