O PROCESSO DE ENSINO E APRENDIZAGEM REMOTO E OS DESAFIOS DA PRÁTICA PEDAGÓGICA EFETIVADA NA PANDEMIA: UM ESTUDO NOS QUINTOS ANOS DO ENSINO FUNDAMENTAL NA REDE MUNICIPAL DE IRATI-PR

Abstract

This research composes a dissertation of Masters’ Degree in Education, linked to the Graduation Program in Education of the State University of Midwest (UNICENTRO), within the Research Line Pesquisa Políticas Educacionais, História e Organização da Educação. The research had as investigation proposition a study which permeated paths to become public policies and educational ones effective during the Covid-19 pandemic period. The base was dismemberment of political articulations, effective or not, to meet an educational scenario of profound changes in the field. Therefore, the focus of the study was on understanding the development of teaching and learning processes of during the pandemic. Thereby, permeated challenges of pedagogical practice in remote teaching, teaching work conditions, intense use of digital technologies at school, and the conduct of public educational policies to lead the reorganization of the education system in the emergency remote alternative in the pandemic situation were involved. Research clipping occurred in the period between 2019 and 2022, with study locus in three schools of the Municipal Network Teaching of Irati-PR. This empirical scenery encompassed interviews with nine research subjects for data surveying: three educational managers, three teachers who work with the Elementary School 5th grade, and three student family members. These subjects played their roles and lived the non-presential teaching during the pandemic. Theoretical positioning in this research is based on the foundations by Pierre Bourdieu (1989; 2009; 2004; 2016), in the use of the concepts field, habitus and capital to list analysis and discussions on the theme proposed. Regarding the theoretical-methodological approach in this research, the option took was the use of the Policy Cycle method by Stephen Ball (2011). In the writing, the study was structured in the three first contexts of the method, which encompasses the context of influence, of text production, and the context of practice. This last one encompasses data analysis of the research empirical data, then surveying categories for analysis on the materialization of the dissertation object of study. Finally, it was noticed that pandemic and educational crisis encompassed an intense work for practical-political restructuration in the educational system to meet the great requirements and difficulties on development of remote teaching during the pandemic. There were also limitations in political articulations, possibilities to meet technological requirements and strategies to develop effective alternatives to meet needs regarding pedagogical practices at school and outside it. Therefore, it is understood that during development of non-presential teaching processes during the pandemic, intense demands were not met by public and educational policies, reflecting large learning gaps, intense changes in teaching work are highlighted, also for educational agents and student family members facing the difficulties, further the lack of necessary conditions and basic structures for development of the remote teaching. Before all these matters, the importance of studies that will collaborate in research in the educational field is highlighted, and which show similar realities on the reflexes and impacts of the pandemic in Brazilian education. Thereby, it will be possible strengthen scientific and practical data and knowledge regarding the requirements from the school reality, with the aim at motivating discussions to exist educational political agendas focused on the learning conditions and post-pandemic education lag.