Ensino online emergencial na educação básica: desafios e limitações em um cenário de crise

Abstract

This study had the general objective of investigating how public and private basic education teachers in Alagoas, in primary and secondary education, initially experienced the processes involved in emergency online education (EOE) in their formal school contexts in the crisis scenario caused by the Covid-19 pandemic in 2020, demarcating the challenges and limitations. The context of the study was the teaching and learning experiences mediated by digital information and communication technologies (TDIC), supported in virtual spaces or platforms simulating possible processes inherent to the face-to-face classroom. The data obtained were described from the categories 'digital equity', 'scarce resources' and 'training for the use of TDIC', in dialogue with the processes involved in the EOE. The qualitative research supported by the grounded theory of descriptive character took place through a semi-structured questionnaire with 237 teachers from public and private networks in Alagoas. The results indicated aspects related to teacher training with TDIC tied to the development of digital literacy, the need to move from instrumental use to methodological integration, lack of access and coverage of Internet and TDIC for students and teachers from the possibility of connection to the availability of devices, limitations in the use of TDIC by teachers and lack of support and training in this scenario. In this perspective, the research can contribute to the existence of possible tracks to be developed in future investigations: curriculum implicated in the sociocultural demands of this time and the epistemological and practical development about digital literacy from the first teacher training.