The Impact of Emergency Remote Teaching on Teachers’ Perceptions of Learning Difficulties in the Context of Neuropsychopedagogics

Abstract

This study aimed to analyze the possible impacts of the emergency remote teaching model on the perceptions of teachers working in basic education on indicators of students’ learning difficulties. 190 teachers from public and private schools participated, between March and August 2021, in different locations across the country Brazil.
In the analysis of results, emphasis was given to the tensions of this new teaching modality imposed by the health and social crisis. Relevant values were found, which, evaluated on a Likert scale, measured the respondents’ opinions on the topic. The results showed that, given the context of teaching in the pandemic, about the impossibility of perceiving the difficulties of their students in the remote teaching model, 44.27 % of the teachers partially agreed and 29.68 % indicated total agreement. In the items that questioned how well they felt prepared in remote teaching, to work with students in situations of learning difficulties, 16.1 % considered themselves totally unprepared, followed by 18.75 % who indicated that they were partially unprepared. Therefore, assuming the obstacles of Brazilian education, the relevance of the teacher in the teaching and learning process, the possibility of contributions from neuropsychopedagogy as a science of learning and the emergency educational scenario, the study integrates, in its intention and results, significance for an analysis current and apodictic data for other studies and conjectures.