Projeto aula em casa: análise das políticas de inclusão digital do Ensino Médio no Amazonas no contexto da pandemia

Abstract

The research analyzed the digital inclusion policy proposed by the “Aula em Casa” Project, implemented in schools in the state education network in Manaus, during the period of the Covid-19 pandemic, in the years 2020/2021, with funding from the Fundação de Support for Research in the State of Amazonas ( Fapeam ). Part of the following guiding question : What are the Digital Inclusion Policies designed for education in Brazil and Amazonas? The general objective is to analyze the “Aula em Casa Project” as a Digital Inclusion Policy in Amazonas, with the following objectives: 1) Systematize public digital inclusion policies implemented in the educational context in Brazil; 2) Highlight digital inclusion projects in the State of Amazonas in the context of the pandemic; 3) Analyze the “Aula em Casa” project made available for high school by SEDUC/AM. To carry out the study, documentary and bibliographical research was used, carrying out an analysis of the constituent elements of the project, and public policies on the use of digital technologies. As a result of the research, it was observed that Amazonas joined technology use programs back in the 90s with the creation of PROINFO, and that it has been expanding its adoption of digital technologies since then. The Aula em Casa Project, brought an emphasis on the use of digital technological resources, with its concern focused on compliance with formalities, such as the transmission of classes, compliance with schedules, deadlines and delivery of all program content, made available as a way of promoting education for Amazonian students, aiming to serve as many students as possible and thus maintain school ties. Regarding the democratization of access, despite advances in technological inclusion, it is still not possible to be implemented in its entirety. On the one hand, we cannot deny that inclusion does not occur, however this process has materialized in a precarious and unequal way for a large portion of the school community, especially those residing in rural areas, due to structural and technological conditions, as well as obstacles in public policies. Several actions developed achieved their objectives, albeit partially, among which we have: positive adherence on the part of students (included), that is, students are interested in maintaining the link between studies and access to digital platforms, even that some students did not join or have access to all platforms and participated as expected, and despite the fact that many students dropped out, teachers continued the teaching process and maintained ties with their classes, even though they had had minor difficulties. Teachers, in addition to the most diverse challenges that their profession has faced over the years, have not remained inert, they have reinvented themselves in the face of the pandemic. Although SEDUC-AM had already drawn up the new matrix for the New Secondary Education (NEM), it was not used during this period, but it is clear that the NEM still needs to be evaluated from many aspects. It was possible to realize that the use of technologies in educational processes and in the life of society is an essential requirement for the exercise of citizenship.Keywords: Public policies. Covid-19. Remote teaching. Amazon.