Como as estratégias de ensino foram transformadas pelo evento da pandemia COVID-19: um olhar a partir de relatórios de estágios de matemática

Abstract

The present work falls within the scope of mathematics education and aims to highlight “pedagogical practices of teachers who teach mathematics in the pre, during and post pandemic periods” observed by teachers in training of the Mathematics Degree course at UTFPR in Pato Branco. This objective arose from the questions: Did the pandemic and remote teaching bring any kind of positive result in the pedagogical practices of teachers who teach mathematics as well as learning in the classroom? If there were changes, what were they? Did these changes last until the post-COVID-19 pandemic period? Therefore, this is a qualitative, descriptive, documentary research and the analysis will be through the Discursive Textual Analysis of Moraes and Galiazzi (2016). In the development of this work, the importance of the mandatory supervised internship, the importance of the supervising teacher to create the teaching identity, in addition to dialoguing about innovative pedagogical practices, is highlighted. The results of this research showed that the teachers' pedagogical practices had changes, starting to adhere to the use of digital technologies as a teaching tool, use of educational platforms, as well as the use of active methodologies in their practices.