REMOTE TEACHING IN ACCOUNTING:

DIFFICULTIES AND ADAPTATIONS OF TEACHERS AND STUDENTS IN THE PANDEMIC

Abstract

Remote teaching transformed into pedagogical activities by the massive use of resources in teaching during the pandemic. The Coronavirus pandemic has brought challenges to higher education teachers and students: establishing a connection between the routine of social isolation and the continuity of learning with remote teaching. The objective was to know what student teachers do in the course of the Federal University of Maranhão, to identify the difficulties encountered during the pandemic. By combining the search results with the setup method, using the incentive stimulus, you will continue to deviate. The forums were posted by 19 professors and 69 students from the two university campuses between May and July 2020. A cross-data analysis allows associates to make relational inferences between participants’ evocations. The Social Representations Theory (Moscovici, 2004) and the Free Word Analysis Technique (Vergès, 1992) was used. Among the applied analyses, the lemmatization of the matrices was carried out; Similarity Analysis using graphs and Prototypical Analysis.The results of the analysis of the frequency of words (f) and the Average Order of Evocation (OME) showed similarities between the perception of teachers and students in central cores of social representations. Teachers predominantly evoked the terms: “challenges” (f=8) and “flexibility” (f=7), while students evoked terms: “internet” (f=23), “discipline” (f=17) and “use technology” (f=11). Results represent concerns of both actors regarding the form and structure of access to remote classes, reflecting problems of technological infrastructure and the need for immediate qualification.