Análise da evolução das divulgações científicas no ensino de química no contexto da pandemia da Covid -19

Abstract

The social isolation caused by the covid-19 pandemic has impacted various sectors of society. The educational sphere suffered from the closure of educational institutions and interruption of planned activities, which hampered research and publications under development. Scientific disclosures, which deal with Chemistry Teaching are fundamental to lead other researchers on certain topics, also suffered from the pandemic. The present study aimed to analyze the scientific publications, in Portuguese, on the Teaching of Chemistry in the context of the covid-19 pandemic, for this the time interval from January 2020 to December 2021 was delimited and to analyze the advances and challenges punctuated by the articles found. To carry out the research, two databases were used, the Capes Periodical and Google Scholar, 23 publications were found using the filters: time interval from January 2020 to December 2020 and time interval from January 2021 to December 2020. 2021, emergency remote learning, pandemic, covid-19 and basic education. Publications for the year 2020 highlighted teaching methodologies to be applied in the remote teaching system, the difficulties of adapting teaching platforms and virtual learning environments. Publications for the year 2021 have a varied approach and emphasize that the difficulties experienced at the beginning of emergency remote teaching had been reduced and not overcome. In view of the analysis of scientific disclosures, it was noticed that there was a period of adaptation for the use of communication platforms, adequacy of ongoing research and the emergence of new research based on the pandemic context. In addition to punctuating the lack of access to the infrastructure necessary for the development of activities and the precarious availability of tools for online teaching. They reinforced the fact that researchers in Chemistry education promote the debate on the possibilities found through the difficulties triggered by the covid-19 pandemic, which suggests that future scientific productions have a relevant collection on the perspective of researchers who have lived with the atypical situation of teaching. . Finally, the scenario of chaos experienced positively reflected in obtaining knowledge about emergency remote teaching, which was demonstrated by all authors and collaborators of the selected articles, which suggests, if something of the same magnitude as the pandemic comes to make living together impossible school, the progression of research and scientific publications, researchers, especially those in Chemistry Teaching, will already have sufficient theoretical framework to overcome the situation.