CHEMISTRY TEACHING IN TIMES OF PANDEMIC: AN INVESTIGATION INTO THE CONCEPTIONS OF TEACHERS IN THE STATE PUBLIC EDUCATION SYSTEM OF FLORIANO, PIAUÍ

Abstract

This chapter discusses the impacts of the COVID-19 pandemic on the educational field, with an emphasis on the teaching of Chemistry in public high schools, highlighting the challenges faced by teachers and students amid the emergency adoption of remote teaching practices. Initially, it is evident that the health crisis, beyond its effects on public health, caused profound transformations in educational systems worldwide, affecting billions of students and requiring rapid adaptations by educational institutions. In this context, social isolation accelerated the incorporation of digital technologies as the primary means of continuing school activities. However, this transition exposed pre-existing structural inequalities, especially regarding access to the internet, technological devices, and family support, thereby intensifying difficulties in the teaching-learning process. The Brazilian reality, in particular, revealed historical weaknesses, such as the lack of effective public policies and unequal access to quality education. The chapter also presents international and national experiences, demonstrating different strategies adopted to mitigate the impacts of the pandemic, such as the use of digital platforms, television broadcasts, and printed materials. In Brazil, different states adopted diverse solutions, ranging from technology-mediated remote teaching to initiatives focused on teacher training and the distribution of educational resources.Regarding the teaching of Chemistry, it is highlighted that the subject, historically considered complex by many students, faced even greater challenges in the remote context, especially due to the limitation of practical activities and the need for greater contextualization of content. In this sense, the importance of dynamic, interdisciplinary, and contextualized methodologies is reinforced, as they are capable of promoting meaningful learning. Methodologically, the study is based on a qualitative, descriptive approach, using both bibliographic and field research, with the application of questionnaires and observation. The results indicate difficulties such as low student participation, technological limitations, and challenges in teachers’ adaptation to new digital tools. On the other hand, they also reveal teachers’ efforts to reinvent their pedagogical practices and maintain connections with students.Finally, the chapter concludes that, despite its negative effects, the pandemic brought important reflections on the need for innovation in teaching, the strengthening of educational technologies, and the urgency of public policies that promote greater equity in access to education. Thus, it points toward the construction of a new educational scenario that is more inclusive, flexible, and aligned with contemporary demands