Abstract:

Brazilian schools have undergone a process of adapting the school environment, whose spaces are being modified to receive and use technological resources in their daily lives. However, many schools, especially public ones, are still unable to adapt or use technologies as an educational pedagogical resource due to lack of financial resources. The pandemic state caused by the new corona-virus changed the routine of school activities, activities that were previously only done in person started to be performed remotely, such as online classes for example. Furthermore, schools and teachers who were not used to or accustomed to technology and its presence in their classroom routines had to, in a hurry, adapt to the new reality. Most students had technology only as a form of communication and entertainment and started to use it, too, as a learning tool through video classes, games and digital books. This paper describes the perceptions of teachers and students of two public schools in the interior of the state of Paraíba, in relation to the presence, use and difficulties in working with information and communication technologies (ICT) on a daily basis in the classroom , in addition to the impact they have had on the teaching-learning process during the pandemic caused by the new corona-virus. Teachers interviewed before the pandemic pointed out the lack of adequate infrastructure as the main reason for not using technologies in their daily lives, although many of them have already used it. During the pandemic, teachers are having to offer their classes remotely through ICTs and the most used tools have been Google Classrom, Kan Academy and Youtube. The main difficulties reported are now related to the lack of availability and resources of the students, in addition to the limitations of the teachers themselves with the tools and their insecurity. Of the students interviewed, between 11 and 14 years old, 67% of them have some electronic device (smartphone, tablet or computer) with access to the internet and most use it for up to 4 hours daily. The data currently collected has shown that, although students have the necessary resources, these have not been adequate in order to satisfactorily meet the educational needs of students. The impacts that technologies have caused in the teaching-learning process are being analyzed and already suggest that there are losses. They also suggest that not all technology is appropriate for improving human knowledge.

Keywords:

Educational technologies, remote classroom, teaching-learning process.