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Evaluation of Pedagogical Strategies used in the State of Rio de Janeiro for Teaching Chemistry, Physics and Biology in High School During the First Year of the COVID-19 Pandemic

2021; Brazilian Society of Chemistry; Volume: 13; Issue: 6 Linguagem: Inglês

10.21577/1984-6835.20210073

1984-6835

Ricardo Soares, Márcia Cristina Santiago de Mello, Maurício Gonçalves Margalho, Ângela Sanches Rocha, Cleyton Martins da Silva, Graciela Arbilla,

COVID-19 impact on air quality

On March 11, 2020, the World Health Organization declared that the epidemic of the new Coronavirus disease (COVID-19) was out of control and had become a global zoonotic pandemic.Consequently, more than 190 countries have implemented measures to contain the outbreak of the disease, including the Lockdown, mainly to avoid the saturation of their health systems.Humanity found itself in an unprecedented disruptive moment, in which basic education was compelled to change, compulsorily, the traditional paradigm of the teaching-learning process and to adopt emergency remote teaching, mediated massively by technological alternatives.In the Brazilian state of Rio de Janeiro, it was decreed that there would be no loss of school days during the year 2020.Therefore, teachers of Chemistry, Physics and Biology were forced to develop assignments and digital skills online, for which they were not prepared.In the private education network in Rio de Janeiro, science teachers had more favorable technological conditions, as well as a better return from synchronous and asynchronous online activities by students and family.In spite of these factors, the exacerbation of fatigue and professional exhaustion have been reported.In the federal education network, basic education classes were cancelled in 2020, as a pedagogical policy to mitigate the inequalities within the students.On the other hand, in the state education network, which is responsible for education of nearly 500,000 students in the state of Rio de Janeiro, classes were not cancelled.Among the numerous approaches adopted by teachers of Chemistry, Physics and Biology at the state network, the creation of 36 video classes that were broadcast on an open television station and on TV ALERJ stands out.An exponential drop was observed in the visualizations of the video classes, which may result in the loss of the scientific literacy quality of high school students.In this way, they may become more vulnerable to fake news and fake sciences and may have a worse formation as citizens and a poor critical sense.