The construction of knowledge in emerging remote education: challenges and learnings

Abstract

During the pandemic scenario that occurred in 2020, society had to undergo adaptations in the ways of carrying out its activities, with the educational field being one of the sectors that also suffered this impact, with the paralysis of activities and the return of emergency remote teaching. As a result of these issues and changes in teaching, it was necessary to reflect and analyze the real challenges in this stage of knowledge, considering that it directly affected and impacted the educational context. Thus, this work aims to report the experiences acquired during classes in Emergency Remote Teaching (ERE) in the year 2021, at the Institute of Education, Agriculture and Environment - IEAA/UFAM, in which it points out the experiences, challenges, benefits, difficulties and didactic strategies used in the construction of knowledge. To this end, this research has a qualitative approach, in the form of a report of the experiences lived in the Degree Course in Sciences: Biology and Chemistry, in times of pandemic. Due to the general context, some implications were observed during this teaching and learning process, such as personal organization, the need for greater autonomy and appropriation of technological resources, in the Amazonian context in which access to the internet is much more difficult, due to the distance from large urban centers. Thus, the positive and negative aspects pointed out lead us to reflect on this way of constructing knowledge, in order to always ensure better teaching conditions in the educational context.