NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS

Abstract

This text is the result of a master’s research in Mathematics Education that was carried out between 2020 and 2022, during a pandemic period that intensely crossed us in such a way that it seemed to make no sense to think of research that was not a consequence of Covid-19. What we propose in this work is to understand the unusual ways of producing schools during the period of the Covid-19 pandemic, in Campo Grande, MS. We understand that there was a suspension of a time and space where teaching was done and adaptations to continue doing the school. With the suspension of face-to-face classes, teachers, students, and families had to adapt to other ways of being at school. Data production was conducted with Mathematics teachers who worked in 2020 in state schools in Campo Grande, MS. Altogether there were five teachers from different regions of the city who participated in the research. As a theoretical-methodological reference, we used Oral History (HO), which presupposes the production of narratives through oral interviews and the power of writing history through different authors. The results of the research show us that the school happened by technological and physical means through the Complementary Pedagogical Activities (APC), that there was an adaptation of the teaching practices to attend these modalities and that a great part of the students did not have access to this school constituted in 2020 due to lack of connectivity and implementation of Complementary Pedagogical Activities.

Keywords: Covid-19 Pandemic. School. Mathematics Education. Oral History.