O ensino de Ciências e Biologia no pós-pandemia: estudo de revisão sobre as práticas potencializadoras da recomposição da aprendizagem

Abstract

During the COVID-19 pandemic, Emergency Remote Education became a viable alternative for classes to continue. After the health crisis and the return to in-person classes, there was an urgent need to mitigate and fill learning gaps. In this sense, this study aims to understand practices that enhance the recomposition of learning in the post-pandemic, through the Teaching of Science and Biology in schools, based on published studies. To achieve this purpose, it was important to seek support from authors such as Abe (2022), Duarte R., Duarte L. and Silva (2023), Moltocaro and Figueiredo (2023), Kenski (2003, 2007), Moran (2018), Pretto (2011, 2017), among others. The research adopts a qualitative approach, utilizing integrative review as the method, following the steps outlined by Botelho, Cunha, and Macedo (2011). We used as sources of information the Digital Library of Theses and Dissertations (BDTD), Scielo, CAPES Catalog of Theses and Dissertations and Google Scholar, selecting a total of thirteen studies published between 2022-2024, which were related to the return of school classes after the pandemic and the teaching of Science and/or Biology. It was found that during Emergency Remote Teaching (ERT), many teachers implemented digital technologies in classes and had the opportunity to develop digital fluency competencies, both on your own and in partnership with other teachers. However, they recognized the low adherence of students to ERT and the need for training to meet the new school reality. Regarding practices for recomposing Science and Biology teaching, were observed the potentialities of gamification, active and participatory methodologies, pedagogical use of digital technologies, hybrid models, investigative teaching sequences, health and environmental education as urgent themes, advancement of scientific knowledge combating misinformation and attention to socio-emotional aspects of students. Concerning challenges for schools in the postpandemic period, it is evident that students feel demotivated and that the use of technologies does not guarantee engagement and innovation in classes. Teacher training is a major obstacle along with school infrastructure, student resources, and educational policies. Thus, it is concluded that "recomposition" is still a new term and requires further studies in this direction, mainly to address the recomposition of student learning, particularly in Science and Biology teaching.