Teaching learning in pandemic: technologies in the exercise of the profession

Abstract

Teaching requires knowledge whose construction takes place in initial training and is expanded and re-signified throughout the professional trajectory. Entry into the profession is experienced by beginning teachers as a period of exploration. In 2020, the social isolation imposed by the pandemic required the mobilization of knowledge to promote the teaching-learning process, such as the use of technologies, not always built in initial training. The article departs from these questions to map the knowledge related to the use of technologies, especially the digital ones, of beginning teachers. To this end, a qualitative research was carried out with recently graduated Chemistry teachers, whose data were collected through an electronic form and interviews. Among the main results, it is highlighted that the beginning of the teaching career was configured as a moment of survival in the profession, marked by anxieties, discomforts, but also by the incorporation, to the Teaching Knowledge Base, of knowledge related to the use of technologies in the educational process.