Educação em tempos de pandemia: desafios enfrentados por docentes no contexto do ensino remoto no Amazonas, Brasil (2020-2021)

Abstract

The Covid-19 pandemic affected Brazilian education so that public authorities imposed emergency remote teaching so that students would not be harmed in their studies. In the Amazonian geography, in practice, it was observed that emergency remote teaching did not have adequate planning by the Public Power for its implementation, considering that the teaching modality did not reach everyone, causing challenges to teachers and students. The problem of the research is to discuss: How, when and how much the Covid-19 pandemic affected education and the teaching professional in the Amazon context (2020-2021). The overall objective is to analyze how the Covid-19 pandemic affected education and consequently analyzes the challenges faced by teachers in the context of remote teaching in Amazonas, Brazil in times of pandemic (2020-2021). The specific objectives: (i) identify structural challenges that Covid-19 brought to the teacher in remote teaching in the target schools in terms of logistics for the teaching-study-learning process; (ii) to characterize structural referrals that the administration of the school system implemented to support teaching activities in the studied period and their impact on the students' academic performance indicators. (iii) verify possible difficulties regarding the professional use of remote teaching teaching-learning tools by the teacher; (iv) specify the extent to which the technological devices for both institutions, teachers and students and their families were made available free of charge, aiming at guaranteeing the quality standard as established by LDB/1996. Methodology chosen is the path from the perspective of the meta-epistemology tradition of contexts in epistemological triangulation with the dialectic and cultural historical perspective, observing the peculiarities of the researched context. We resorted to remote data collection, with the use of materials and application of own instruments via googleforms consisting of 50 (fifty) questions divided into objective and subjective. In the pilot sample, n= 30 professors participated, male n= 8 (27.6%) and female n= 21 (72.4%). Of these, n= 16 professors (55.0%) work at a higher level. In the final online questionnaire, n= 53 professors participated, being male n= 24 (45.3%) and female n= 29 (54.7%). The results show fragility in the Public Education Administration planning system to ensure adequate infrastructure for the effectiveness of quality remote emergency teaching in the years 2020-2021. It was also proven that the Public Power in all its spheres (municipal, state and federal) omitted from its constitutional functions in promoting a quality education for all, in addition to, non-investments in teacher training for the context remote. Conclusion and perspectives is that the continuity of this research, specifically on the subject, will highlight the need for public investments in improving infrastructure for emergency remote teaching. Finally, this dissertation has the financial support of the Fundação de Amparo à Pesquisa do Estado do Amazonas (FAPEAM), the Federal University of Amazonas (UFAM) and the Coordination for the Improvement of Higher Education Personnel (CAPES). We hope to provoke concerns that will allow both in theory and in practice new research on the subject in question.