Ensino de História e saberes docentes: entre a pandemia da COVID-19 e o retorno de aulas presenciais na Rede Pública de Ensino de Abaetetuba/PA (2020 a 2022)

Abstract

This research aims to analyze the teaching of the History subject, drawing on the narratives of three female teachers who taught during the pandemic in 2020, when in-person classes were suspended, and upon the resumption of activities in 2022, at the Full-Time High School Prof.ª Benvinda de Araújo Pontes, located in the center of Abaetetuba, Pará, in the Baixo Tocantins region. The study highlights the issues and challenges faced by History teachers in dealing with technologies whose tools they did not master. In the face of the abrupt suspension of classes due to the COVID-19 pandemic, the teachers had to adapt overnight, creating mechanisms for overcoming obstacles and methodological reinventions to confront the pandemic situation. The teachers personally funded their equipment and internet access to deliver remote classes, thereby transforming their homes into their workplaces. The research demonstrates that this situation led to a work overload, resulting in the accumulation of functions and requiring the teachers to divide their time simultaneously between domestic chores and fulfilling the demands imposed by the school and the SEDUC. This research is situated within the line of Historical Knowledge in the School Space, part of the Master's Program in History Teaching, ProfHistória (UFPA) in Ananindeua, which aims at the training and qualification of History teachers. The didactic product was developed and conceived during the research in the form of a "didactic sequence," utilizing the "flipped classroom" model, a methodological proposal for the teaching of History. In order to contribute to the work of History teachers and to the teaching of History, and to continue the knowledge acquired during the pandemic and the use of media and technologies, the research shows that these teachers, after returning to in-person classes, incorporated digital tools into their practice. However, they encountered at school a reality different from that experienced during the pandemic, lacking the resources and equipment necessary to support their teaching practice. Nevertheless, we now live in an increasingly connected post-pandemic world, and Education, as well as teaching, must keep pace with these changes. Thus, the final product of the research—the Didactic Sequence—was designed using the flipped classroom, both as a methodology and as a methodological tool for History teachers, with the aim of contributing to the work of History teachers and the teaching of History, continuing the knowledge acquired during the pandemic and the use of media and technologies in the classroom.