Análises de videoaulas de química do Programa Se Liga na Educação exibidas em 2021 durante a Pandemia de Covid-19

Abstract

Video lessons have been getting place in education and the access to them has been facilitated

by video repository platforms available on the internet. During the Covid-19 Pandemic, face- to-face school activities were suspended throughout Brazil to promote social distancing and try

to contain the spread of the disease. The Secretaria de Estado de Educação de Minas Gerais launched the Regime de Estudo não Presencial, aimed at elementary and high school. Among the tools available was the Se Liga na Educação program, which shows video lessons. In this work, we draw attention to these video lessons, which were relevant as material for accessing school content for students of Minas Gerais. In this sense, the general objective of this work is to analyze Chemistry video lessons of the Se Liga na Educação program shown in 2021 during the Covid-19 Pandemic. For this, we characterized the Chemistry video lessons of the Se Liga na Educação Program, shown in 2021 in relation to the criteria for analysis of video lessons based on the work of Gomes (2008) and Barrére (2014) and we analyzed a representative set of these video lessons with based on the principles of the Cognitive Theory of Multimedia Learning and on the pedagogical aspects and chemical content. From the characterization, we found that, in general, the program's video lessons have a duration time classified as long or very long. Most of the video lessons are recommended for preparing for the Enem and for the third grade of high school. The video lessons are presented by four different teachers, following the same model which corresponds to the display of the teacher speaking in front of the camera, in a physical setting interspersed with moments of screen capture with the teacher's narration. The division of content is made in sequence of video lessons or individual video lessons. All video lessons have a Libras interpretation window and use an interactive monitor as a resource. From the analyses, we found that these video lessons have limitations especially in segments that deviate from the principles of coherence, redundancy, segmentation and pre-training of the Cognitive Theory of Multimedia Learning, little use of pedagogical strategies and instruments in addition to exposing contents, in addition to some punctual inadequacies in the chemical contents.