PANDEMIA E O ENSINO REMOTO: UMA REFLEXÃO ACERCA DA VIVÊNCIA AFETIVO-EMOCIONAL DOS ESTUDANTES

Abstract

Pandemic and remote teaching: a reflexion about students’ affective-emotional experience

Abstract: The inherent difficulties to the brazilian education system have a long historical tradition that in pandemic period had new outlines, needing many adaptations as well as in others life areas. On this work we direct our look to students who needed to accompany the contingencies from COVID-19 confrontation, experiencing the school year through the remote teaching modality on virtual platforms. But what this new reality brought to students in the learning process and in affective-emotional terms, thinking about many changes as in social distancing, and most importantly, knowledge mediation in a more restricted way, traditional, with less motor development and little relational.. Thus, our objective is to emphasize children’s affective-emotional position, before the remote teaching reality. It is a qualitative research of exploratory character, in which participated 5 children from 9 to 11 years old, the instrument to collect data was a semi-structured interview performed virtually by recording application. The results of this investigation point to a difficulty in the way students follow remote classes in relation to the lack of relationship with colleagues through conversations and plays, in how the content is approached without the teacher's physical presence, as well as unwillingness to attend classes even with the encouragement of family members. This identifies the need for an in-depth study in search of other factors that interfere with this lack of motivation for remote classes, perhaps questioning the methodology offered for a different teaching modality.      

Keywords: pandemic, remote teaching, affective-emotional relations.