ABSTRACT
This research aims to identify the main difficulties faced by teachers, given the virtualized teaching practice in the Google Classroom, during remote classes. In this context, remote education has stood out as an educational alternative for study studies during social withdrawal, caused by the pandemic of Covid-19 (New Coronavirus), affecting the practices that affect secondary education in the country. This is a descriptive qualitative research. As a tool for data production, run a semi-structured application that was made available through Google Forms. The collaborators were ten teachers who worked in a public school in Jeremoabo/BA. The study pointed out how the results of the greatest difficulty of the current period stem from changing habits and technological appropriation and the choice, by Google Classroom, was made using the need for digital inclusion practices. In this sense, the documents are being challenged to include technologies in teaching, even with difficulties, lack of resources and specific training to contemplate the use, in addition to the availability of digital resources and internet access by students.
ABSTRACT
The social distancing caused by the COVID-19 (New Coronavirus) Pandemic, in the middle of 2020, has (re)configured the teaching and learning process through the virtual environment as an educational scenario in the classroom teaching modalities, including in Basic Education. This study has as main objective to describe the use of Virtual Learning Scenarios as a pedagogical resource implemented by public schools in the municipality of Jeremoabo/BA. It is a qualitative research with a descriptive bias, characterized as a case study. The production of data took place from the analysis of the reports published on the institutions' social networks, as well as conducting semistructured interviews online, with the participation of 10 (ten) teachers belonging to the effective staff, both in the municipal network, state education, working in schools in the city. As a result, the contribution of virtual scenarios in teaching practice to the continuation of the school year in the face of the pandemic became evident, even without specific training to deal with digital technologies in teaching;moreover, the difficulty of teachers is centered on the inclusion of the student in the digital space, considering the scarcity of resources and the unavailability of a stable internet connection.