A percepção dos alunos e professores de química da Universidade Estadual do Maranhão-CESC/UEMA sobre o ensino híbrido e as metodologias ativas

Abstract

The process of modernization of education was accelerated by the circumstances brought by the pandemic, educational institutions had to adopt other tools and adapt to continue the school year. This study addresses the use of active methodologies and hybrid teaching in the chemistry course at CESC / UEMA, during the COVID-19 pandemic. Many teachers were not familiar with the use of digital platforms in the educational environment, which made it difficult for teachers to handle some platforms. The remote mode was introduced momentarily and brought with it several adversities, among which the problem of internet connection and difficulties in accessing digital platforms stand out. Given the above, this study aimed to: describe how active methodologies have contributed to the teaching of chemistry in times of pandemic and more specifically aimed to characterize the teaching of chemistry at the Center for Higher Studies of Caxias - CESC/UEMA; identify which types of active methodologies are being used by chemistry teachers at CESC/UEMA, as well as, sought to investigate how active methodologies have contributed to the teaching/learning process and finally sought to specify active methodologies that can be used for teaching chemistry. In order to achieve the proposed objectives, a bibliographic survey was carried out on the subject of this work, later a sample calculation, public choice, preparation and application of the two-form form and, consequently, data analysis was carried out. The results show that teachers and students sought to adapt to the real situation of education in times of pandemic, most teachers are using active methodologies during classes that are being taught mostly by Google Meet. For students, the use of active methodologies made it easier to understand the contents, as the classes became more attractive. Therefore, it is concluded that, despite the fact that remote teaching was introduced in educational networks in an emergency, it may be that the hybrid system becomes a trend after the COVID-19 pandemic.