Currículos do ensino remoto vivenciados em escolas de Flexeiras: em foco o contexto da pandemia da covid-19

Abstract

This dissertation was developed within the scope of the Masters in Education, it is linked to the line of research Education Diversity and Curriculum, of the Graduate Program in Education (PPGE/Cedu), of the Federal University of Alagoas, having as its theme: Curriculums of/ in remote teaching experienced in Flexeiras schools: in focus the context of the Covid-19 pandemic. The aim of this work is to describe the school curricula experienced in Elementary Education in the Early Years, in three municipal schools, located in the municipality of Flexeiras, in the Zona da Mata region of Alagoas. As a general objective, we sought to: understand the construction of the Curricula experienced in the pandemic moment, in three public schools from Alagoas, in the municipality of Flexeiras, in the period 2020/2021. As specific objectives, we bring: a) Situating education in pandemic times - suspension of classes at the international, Brazilian and local levels; b) Investigate which documents supported the implementation of remote teaching curricula in the investigated schools; c) Evidence of the path taken by/in the school curricula, in the municipality of Flexeiras, with a focus on real activities and pedagogical curricular actions, experienced in the investigated schools; d) Investigate the confrontations experienced by teachers in implementing the curriculum in remote teaching, in the investigated municipality. In order to achieve these objectives, we present the following problematization: How were the curricula of/in Elementary School in the Initial Years experienced, in the context of the Covid-19 pandemic (2020/2021)? We take as a theoretical reference researchers and authors: Cavalcante (2017), Certeau (2014), Freire (1987, 2019), Gestrado (2020), Oliveira (2020), Santos (2020), Saviani e Galvão (2020), Moreira e Silva (2011), Oliveira (2020), Quijano (2010), Walsh (2009, 2013, 2016), As a methodological procedure, we opted for a qualitative research with an emphasis on multiple case studies (STAKE, 2007), in the first stage for the data collection we used the on-line form, from it, we collected evidence to subsidize the semi-structured interview and conversation session with the teachers, which revealed experiences, allowing us to make interpretations of the school realities existing in the research period. For the documentary analyses, there are subsidies, photos and videos of classes in the WhatsApp groups of the class, photos of printed materials that were used, legal documents, Resolutions, Opinions, class diaries, PPP, teachers' lesson plans, pedagogical work, carried out by the three schools during remote teaching. When researching the reality of schools, major pedagogical confrontations were found, namely: the unavailability of individual cell phones for teachers and students, with the capacity to allow the production of activities and access to classes, even through WhatsApp; poor quality internet and insufficient data package, lack of adequate space to teach classes at home, lack of training, among others. Within this context, it was understood that remote teaching, on the agenda, reaffirmed the inequalities of the students and teachers, highlighting their vulnerabilities, especially due to socioeconomic aspects.