REFLECTIONS ON PEDAGOGICAL PRACTICES WITH TECHNOLOGIES DURING THE PANDEMIC PERIOD FROM THE PERSPECTIVE OF TEACHERS
teacher, teaching, mathematics, pandemic, technologies
During the years 2020, 2021 and 2022, the world was devastated by the pandemic caused by Covid19 and so it was necessary to adapt and reinvent new ways of working and studying. The face-to-face teaching became remote. Therefore, this study's main objective is to analyze how the teaching and learning process took place in mathematics during the pandemic period, according to reports from teachers from two public schools. This is a qualitative research ex-post-facto type - period from March 2020 to August 2021 - with descriptive and interpretive purposes. Data were collected through a focal group with 8 teachers from two public schools in the municipality of Várzea Grande – School Salim Nadaf State and Dom Bosco State School - who experienced the teaching process in the period mentioned. As a theoretical contribution I made use of authors such as D’Ambrósio (1998), Chervel (1990), Tolentino; Ferreira; Torisu (2020) among others and the guidelines – Common National Curriculum BaseBase National Common Curricular - BNCC (2018) that govern the teaching of mathematics and the use of technologies – since the teaching process during the pandemic period was restricted to use of Digital Information and Communication Technologies - TDIC’s. The results revealed that adaptation was necessary for both teachers and students since distance education was not part of their reality. It is concluded that despite the challenges, such as not knowing some tools and internet malfunction, the voices of the mathematics teachers revealed that there was a task force to create learning that would reach everyone.