Abstract:

Due to the pandemic of the new coronavirus (SARS-COV-2), face-to-face classes in public and private schools were suspended in several Brazilian states, at all levels of education. However, the Ministry of Education and Culture of Brazil authorized the resumption of classes remotely, that is, online, until the end of 2020. This new educational system imposes the mastery of web conferencing platforms and digital tools, as well as the need to rethink the teaching method of teaching in order to promote activities that diversify the learning environment through different technological resources, making it stimulating. Therefore, this article aims to contribute with educators around the world to report promising experiences in the teaching of Mathematical and Digital Literacy through active methodologies, within the remote system during the covid-19 pandemic, in a public school, in the metropolitan region of Natal-RN / Brazil. To this end, it used as a theoretical basis to support the methodological procedures used in class, the results of the International Student Assessment Program - Pisa 2003-2018, which point out the earnings of basic education students in the curriculum component of mathematics, as well as guidelines provided at the National Common Curricular Base (BNCC) regarding the use of digital technologies. Considering the importance of mathematics as a science that is present in our daily lives and its frequent use by other sciences to explain and represent the phenomena of nature, it is essential to reflect on new teaching methods of this curricular component, since, unfortunately, it is not so pleasant in the eyes of the students, since the contents presented in the classroom are generally approached in a traditional way, without any relation to the students' daily life and without a motivating environment. In the case of a remote system, this situation tends to worsen when we find some factors that hinder students' access to technological tools, for example: lack of internet access, absence or limitation of equipment, as well as digital literacy of these students, who often do not know how to manipulate these resources. These obstacles, which are faced by teachers and students, mainly in public schools, became very evident in the social distance during the quarantine resulting from the pandemic of the new coronavirus. Thus, Digital Literacy, which is configured in virtual environments, contributes to minimize the social and digital exclusion of students in the technological age in which they are inserted, allowing their participation as autonomous subjects in the current educational context. Therefore, it is essential that teachers rethink their educational practices, enabling students to participate more in the teaching-learning process, in order to make the remote teaching modality efficient. The active methodologies presented themselves as the most adequate to meet the demands arising from this context of current teaching, since their guiding principles are autonomy, reflection, teamwork, problematizing reality and innovation. In addition, it puts the student at the center of the learning process, the teacher as a teaching advisor and facilitator and enables the use of digital resources such as computers, cell phones, applications, internet and web conferencing platforms, providing students with a cooperative and collaborative performance.

Keywords:

COVID-19, Internet access, Remote lessons, Mathematical Literacy, Digital Literacy, Active Methodologies.