Ensino da Matemática: um enfoque nas práticas pedagógicas remotas no município de Capitão Enéas (MG), nos anos 2020 e 2021

Abstract

This research aims to investigate the pedagogical practices developed by Mathematics teachers from the public school system in the municipality of Capitão Enéas / MG, in the years 2020 and 2021, in order to portray the emerging scenario in Mathematics Teaching, in this municipality, during this period. We directed our study to answer the following research question: What pedagogical practices were developed by teachers of Mathematics of Basic Education, from the remote public school system, during the years 2020 and 2021? The theoretical foundations that structured this study contextualize and explain the practices and scenarios portrayed by Mathematics teachers in the context of the Covid-19 pandemic. The research includes a methodology based on the precepts of qualitative research, with each article having different methodological procedures in line with the ethical principles necessary for the construction of a scientific study. The present study is classified as exploratory and descriptive. In the investigation, we had the participation of eight Mathematics teachers from Basic Education, of the municipal and state public school system, located in urban and rural areas of the city of Capitão Enéas / MG. Data collection materialized through the application of online questionnaires. The main results ensure that the implementation process of Emergency Remote Teaching showed specific pedagogical challenges. The remote pedagogical practices that mostly demanded new learning from teachers; the offers of continuing education for teachers and the incorporation of technological resources and digital tools as didactic-methodological resources, are urgent demands for the Brazilian educational context. In short, we infer that this study does not exhaust all possibilities of approaches regarding the central theme of the work, Remote Mathematical Pedagogical Practices, but it contributes to the expansion of discussions and knowledge within the field of Mathematics Education.