REMOTE TEACHING ACTIONS IN SYNCHRONOUS PHYSICS AND CHEMISTRY CLASSES IN HIGHER EDUCATION

Abstract

This article presents the results of a research that aimed to identify the teaching actions that occurred in synchronous classes held during the Covid-19 pandemic period in 2021. The data were obtained through recordings of four synchronous classes, referring to the Physics and Chemistry Degree courses of public institutions of Higher Education in the state of Paraná, in addition to interviews with the responsible professors. The analysis of these data was conducted based on the procedures of Content Analysis, allowing the identification of actions defined a priori and emerging actions. As a result, a total of 11 categories of teaching action occurred in synchronous classes (EXE1 – Operationalize, EXE2 – Write, EXE3 – Explain, EXE4 – Respond, EXE5 – Wait, EXE6 – Interrupt, EXE7 – Points, EXE8 – Reads, EXE9 – Question, EXE10 – Listens and EXE11 – Deletes). A certain similarity was noted between the format of each of the classes, in relation to the objectives, methodology and use of technological artifacts.