As dificuldades de aprendizagem em Física durante a pandemia em Fortaleza

Abstract

In 2019, China began to encourage social isolation measures and the use of masks to prevent mass contamination by the New Coronavirus (COVID-19). This epidemic then became a pandemic and reached Brazil, which had to take measures to ensure the safety of its inhabitants. During this process, classes were paralyzed, but later returned in a model never used before on a large scale, Emergency Remote Teaching (ERT). The aim of this study was to assess the difficulties in the teaching-learning process of Physics during the period when ERT was the main measure used in the state of Ceará, and to establish connections with the difficulties experienced by teachers. The instrument used to collect the data was a standardized questionnaire, consisting of open and closed questions, answered online (Google Forms) and without the presence of the researcher. The data investigated concerned the classes: motivation, class development, didactic sequence, participation, digital resources, monitoring of synchronous classes, class didactics, interaction and ERT (criticism, performance and difficulties); and the teacher: learning, difficulties and profile. The sample for this study consisted of 18 students regularly enrolled in the first year of the Undergraduate Degree in Physics at the Federal University of Ceará, Brazil, in the second semester of 2023. The results showed, in their majority, an association between student and teacher difficulties, highlighting the possibility of inserting digital resources into face-to-face teaching practices post-pandemic, with less resistance from the educational community and methodological and technological difficulties.