PANDEMIC AND TECHNOLOGY: TECHNOPHOBIA AS EMERGING TOPIC THROUGH A DIDACTIC SEQUENCE

Abstract

Education is a fundamental part of the development of a more just and plural society. In times of a pandemic, there was a need to readaptation of face-to-face classes for remote teaching, however, some new problems may arise from this, such as technophobia. The objective of this research was to present the technophobia theme to Elementary School II students and from that, apply a questionnaire to see if any student felt symptoms of technophobia during remote classes and is justified by the need to understand how the change in the way of teaching can affect the mental health of students. The study was conducted in two groups, referring to a group of Youth and Adult Education (EJA) 8th and 9th and one of the 9th regular year, based on the qualitative-quantitative and action research methodology through a didactic sequence. Through the research, it was possible to provide students with basic knowledge about technology in our daily lives and to present the technophobia disorder, in addition to training in the identification and search for solutions about this new psychosocial disorder, clarifying the problems of the study situation, expanding scientific knowledge about of technology and technophobia and thereby increase the level of awareness regarding the problem of technophobia in our daily lives, in addition, remote classes may have affected the student life of the interviewees, as they pointed out symptoms such as feeling distant from reality, dizziness and become irritated and open discussions on how much technology can replace face-to-face teaching and the interrelationships of the school universe.