Os desafios no ensino de química para os professores do ensino médio na pandemia da COVID-19

Abstract

The COVID-19 pandemic has caused a transformation in education systems worldwide, and Chemistry teaching was no different. It required rapid adaptation from teachers to new learning modalities, including remote teaching. The restrictions established by social distancing triggered the transition from in-person to remote teaching, exposing the structural and methodological challenges already existing in the area. In this sense, this work aimed to analyze, through a bibliographic review, the strategies, pedagogical adaptations, and challenges faced by high school Chemistry teachers during the COVID-19 pandemic. The research, of a qualitative nature, used databases such as Capes Journals, Google Scholar, SciELO, and PubMed, applying strict inclusion and exclusion criteria to select articles published between 2019 and 2025. The results pointed to the lack of technological infrastructure, limited access to the internet, and the absence of adequate teacher training for the online environment. However, the use of digital platforms and active methodologies proved to be effective in mitigating the impacts of the pandemic on Chemistry teaching. It also showed that significant inequalities persist between public and private education networks; limitations in student engagement and assessment in remote environments. The study considered that the pandemic not only highlighted educational inequalities, but also accelerated the adoption of innovative technologies and pedagogical practices in Chemistry teaching, as well as confirmed the need to invest in strengthening continuing education for teachers and in ensuring accessibility and quality of teaching not only in scenarios faced by schools in pandemic times but also in the daily reality of educational systems.