Ensino remoto, formação de professores e TDIC: revisão sistemática da literatura dos anos 2020 e 2021

Abstract

In the last few years, Brazil and the world have experienced an atypical situation, caused by the pandemic of covid-19, in which everyone had to adapt in order to avoid the spread of the virus. It is notable that one sector that suffered greatly from the need for social isolation was Education, which had to quickly seek a new way to promote student access to knowledge. From this process emerged Emergency Remote Learning. Therefore, the teaching and learning process during the pandemic was carried out remotely, using Information and Communication Technologies (ICT) as support, which proved to be a great challenge for teachers. Based on this concern, the following research problem was raised: Have the researches and studies published about remote education during the pandemic due to covid-19 been focused on teacher training or the use of ICT? To answer the research problem, it was defined as a general objective: To explore and analyze research and studies about teacher training and ICT tools available in Google Scholar in the years 2020 and 2021. As specific objectives were proposed: to identify in Google Scholar works in the area of Education that use the systematic review as a research methodology; to search for peer-reviewed articles in national journals, in the period from 2020 to 2021, that deal with teacher training and the use of ICT tools in remote classes; to analyze possible challenges and potentialities of ICT in remote education; to evaluate the publications on research related to teacher training and the use of ICT in national level in order to synthesize the main contributions to teaching practice. A survey of papers that addressed the discussion of ICT in teacher education during the covid-19 pandemic was carried out during the years 2020 and 2021; a total of 67 articles and dissertations were found. The papers published in the year 2020 address an increase in the use of ICT as a pedagogical resource and point to the need for the creation of public policies that guarantee the mandatory discussion of ICT in initial teacher training courses. The works published in the year 2021 discuss the development of courses and workshops to deal with the DTIC with teachers of Basic Education and Higher Education. Therefore, the works point to the need for initial and continuing education of teachers about the use of technologies in their pedagogical practice.