A pandemia de covid-19 e a constituição docente em uma escola ribeirinha de Manaus: algo mudou nas concepções e práticas dos professores?

Abstract

The pandemic caused by the new coronavirus (COVID-19) has brought to light great difficulties in the educational field in Brazil. Social inequality in Brazilian society became more evident during the pandemic, especially in the school context, highlighting the particularities of Countryside education. Most riverside students do not have access to the technological tools needed during the pandemic. Faced with these difficulties of access faced by students and teachers, the objective of this study was to analyze the experience of teachers in a school in a riverside community in Amazonas during the pandemic, investigating their adaptations in the school routine. This study was based on the Freirean approach, based on Delizoicov's (1991) proposal for thematic research in formal education: the Freirean Thematic Approach. The collected data were analyzed using the proposal of Torres et al. (2011), which articulates the stages of Thematic Research with the Discursive Textual Analysis. The results highlighted the great difficulties faced by teachers and students, as well as the strategies used to overcome these challenges. A pedagogical proposal was developed that, linked to one of the main points highlighted by the pandemic - inequality in riverside schools - brought hope to students and teachers in rural areas, showing that opportunities need to be accessible to all. This raises a reflection on the lack of public policies and their implementation in the Riverside Rural Zone of Amazonas.