Ações pedagógicas do professor de Matemática no Ensino Remoto Emergecial: o que dizem os relatos de experiências no XIV ENEM

Abstract

This research emerges from the pandemic context and emergency remote teaching education experienced since 2020. Based on these reflections, the following research question arises: What do basic education mathematics teachers say in their experience reports about the pedagogical actions developed in remote emergency teaching? The general objective of this study is to analyze basic education mathematics teachers’ statements in experience reports about pedagogical actions developed in remote emergency education. To this end, a qualitative approach was chosen, in which experience reports were collected through the annals of the XIV ENEM as a research corpus. It is worth noting that the annals are divided into 19 sections. The experience reports selected come under sections 4, 10, and 16. For data analysis, a categorical analysis inspired by content analysis was chosen. From the readings conducted, three categories were constructed: (1) planning, which emphasizes signs of teaching planning preceding the pedagogical action; (2) action, in which notes emerge about the act of teaching; and (3) reflection, which discusses teaching dismissal after the pedagogical action. As a result, each category was composed of elements found in the experience reports. In the first category, referring to the planning preceding the teaching action, evidence was found in the majority of the studies. It is noteworthy that in only six studies it was possible to verify evidence of the speaker, that is, the authors of the reports do not identify themselves in the body of the text. In the second category, action, which refers to actions during pedagogical practice, evidence was evidenced in all studies, with only the relevance of the experience within the presented context being relevant. In the last category, reflection, the elements that are part of the aftermath of the teaching action are pointed out. The negative aspects element was identified in four studies, proving relevant for recognizing points that need attention or that did not occur as expected. In this way, we list the essential elements found to create an experience report that plays a fundamental role in knowledge, both in professional and personal life. Not forgetting to ensure that the required structure relies on the journal or event in which the teacher is writing this report