Parallel between the planning of presential and remote activities in the chemistry teachers’ initial training integrating the conservation and restoration of cultural assets

Abstract

The Information and Communication Technologies (ICT) access in undergraduated courses is a way of enabling remote higher education in different institutions and universities. This process changes the disciplines’ didactic plans, in order to transpose face-to-face activities into asynchronous practices and synchronous meetings. In this paper, we discuss how the planning of a set of initial training activities for Chemistry teachers and Pedagogy undergraduates was modified for remote education, contemplating ICT and its potential. Initially, we present an overview of the pandemic context and emergency remote teaching policies at the Universidade Federal de Minas Gerais (UFMG) – where data were collected from a discipline in which eighteen undergraduates participated. From the participation of these undergraduates in asynchronous activities and synchronous meetings, we realized the possibilities of each ICT for the initial training of teachers. Furthermore, making a parallel between the presential and remote plans, we highlight the loss of investigative aspects of the activities and the need for studies involving curricular proposals involving remote teaching, ICT and investigative contexts in teacher education.