As medidas de isolamento causadas pela pandemia da Covid-19 ocasionaram mudanças na prática docente. De abordagem qualitativa, por meio de um estudo de caso, o trabalho buscou compreender a influência do Ensino Remoto Emergencial (ERE) na mobilização de saberes de docentes da rede estadual do Ceará. Os 3.623 professores participantes relataram sobre adaptações aos recursos tecnológicos, especificidades das disciplinas e influências da formação inicial. Destes, 96% desejam continuar utilizando as Tecnologias Digitais de Informação e Comunicação (TDIC) e 98% querem aprofundar seus conhecimentos para esse uso. Por fim, a adoção do ERE demandou a mobilização de saberes curriculares, disciplinares, experienciais, dentre outros, e confirmou a compreensão de que esses saberes se modificam com o tempo e as mudanças sociais. PALAVRAS-CHAVE: Ensino remoto emergencial; saberes docentes; rede pública de ensino; Ceará; Covid-19.
ABSTRACTThe isolation measures caused by the Covid-19 pandemic led to change in teaching practice. Using a qualitative approach through a Case Study, this work aimed to comprehend the influence of Emergency Remote Teaching (ERT) on the mobilization of knowledge of the high school teachers of the public education system of Ceará. The 3.623 participating teachers reported the adaptations to technological resources, the specificities of the subjects, and the initial training. Of these, 96% of the teachers intend to continue using Digital Information and Communication Technologies (DICTs), and 98% wish to deepen their knowledge for this use. Finally, the adoption of ERE demanded the mobilization of curricular, disciplinary, experiential knowledge, among others, and confirmed the understanding that this knowledge changes with time and social changes.
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