O WhatsApp como ferramenta digital em aulas remotas de matemática no ensino médio

Abstract

The Covid-19 pandemic in 2020 significantly impacted the educational system as the World Health Organization (WHO) recommended social isolation to contain the virus. In Brazil, the Ministry of Education (MEC) regulated the replacement of in-person classes with digital classes through Ordinance No. 544, dated June 16, 2020. Considering that the pandemic highlighted the importance of digital tools for maintaining education, this study poses the guiding question: What are the strengths and weaknesses of using WhatsApp by high school Mathematics teachers during remote classes in the State Public Network of Piauí? This research is a field study developed under a qualitative approach as per Godoy (1995), classified as exploratory according to Gil (2002). For data collection, interviews were conducted with Mathematics teachers who taught in 2021. The analysis of the data employed discourse analysis as defined by Moraes (1999). The results indicated that the use of WhatsApp during remote classes facilitated communication among students, teachers, and parents, and also provided an alternative for continuing Mathematics teaching and learning activities. However, the tool lacked organization for pedagogical activities and did not have suitable functionalities for writing mathematical expressions. In conclusion, despite its limitations, WhatsApp was a useful but not fully effective emergency solution for Mathematics teaching, underscoring the need for more appropriate tools to meet educational demands.