O boom digital no ensino remoto: utilizando o instagram como interface pedagógica

Abstract

Digital Technologies are a milestone of many and significant changes in human life, enabling a diversity of advances in all sectors of contemporary society. With this, the educational sector has important pedagogical interfaces to use in the service of education. The event of the Covid-19 pandemic resulting from the new coronavirus, which began in Brazil and in the world, in 2020, caused society to change the offer of its products and services. Due to the establishment of a long period of social isolation, the educational sector also needed to reinvent itself and classes had to be held remotely, through the use of Digital Technologies, so that educational activities did not completely paralyze. Faced with this scenario of challenges in the educational field, the object of study of this research emerges, based on the training process experienced from Instagram as a pedagogical interface. The general objective is to analyze the didactic experience established with the use of Instagram in the discipline of Chemistry as an improvement of the teaching and learning process in the classes of the first years of high school in a public school in the city of Campina Grande, and the following objectives specific: a) identify the pedagogical practices carried out with the use of Instagram; b) present how the participation and interaction of students and teachers took place in the work developed with Instagram; c) verify the results obtained through questionnaires made to students and teachers; d) develop a Didactic Module with a proposal to use Instagram for high school teachers. Based on these objectives, we intend to answer the problem question: How can the appropriation of Instagram favor learning in the discipline of Chemistry in High School? In an attempt to find answers to this question, a qualitative research was carried out, using descriptive research as a method, since from the identification of the problem, it was sought to present and analyze the reality found. The research was based on the use of Instagram to post materials produced by students, with the teacher being the mediator of this process. At the end of this stage, data generation was carried out, using the application of questionnaires, through Google Forms, to the students and teacher of the discipline, in order to analyze questions about the use of Instagram in the school space. From the analysis, it was possible to verify, among other facts, that the application is very useful and accepted in the researched school environment and that, when students and teachers are actively involved in the process, using Digital Technologies as pedagogical interfaces effectively, the educational practice becomes successful. It was evident, in the activities carried out, that the students were able to improve their learning of the themes studied, because, in addition to preparing the materials autonomously, they debated with property and confidence in the classroom (remotely) about the contents covered. As for the teacher, it was noticed that he showed proactivity when participating, encouraging and monitoring the activities carried out and that he intends to extend the use of the application to hybrid and face-to-face teaching.