Teacher representations about remote teaching in the transition from face-to-face classes to online remotes

Abstract

This work is justified by presenting the teacher’s office in a context of social distancing, given the health pandemic resulting from COVID-19 that initiated crises in several social institutions. Motivated by questioning – What crises seem to overlap with the reports of teachers in pandemic situations? – we propose to investigate representations of teachers about remote teaching in the transition scenario from face-to-face to remote online classes. Specifically, we recognize as objectives: i) to identify representation(s) of teachers about remote teaching in a context of social distancing; ii) verify reception of teachers about the implementation of remote education in the transition scenario from face-to-face to online teaching. Theoretically, we start from considerations about education mediated by digital technologies, remote teaching, digital literacy, social and professional representations. Methodologically, this study is part of the qualitative paradigm with a netnographic approach. The data were generated through an online form and online focus group sessions. For sampling, we elect the corpus developed in the first session with a teacher Portuguese and a Biology teacher. By identifying that the participants understand remote education as an emergency measure, we found that the transition of the classes did not occur peacefully, because they were surprised by the implementation and did not feel represented by government interventions. The data seem to indicate a crisis established in the condition of the class’s performance, since there is an overlap of opaque barriers between professional and family actions. The previously familiar environment is “invaded” by the professional space, constituting a space of deterritorialization/reterritorialization that implies in educational practices