A fluidez do espaço esco(lar) em tempos de pandemia no Amazonas

Abstract

This research analyzed the perception of teachers and students in Amazonas about the fluidity of the home environment during the Covid-19 pandemic and the school environment, after the gradual return of classes. Along the way, it was necessary to investigate how the remote classes of the "Aula em Casa" project were implemented and analyze the management actions planned for the reopening of schools. We opted for a more fluid form of thesis, which excels in versatility and publication of scientific articles. In this sense, the multipaper organization model was adopted, with this doctoral thesis consisting of three publishable articles, preceded by an introduction and, at the end, the results, accompanied by some recommendations. However, it is necessary to highlight that the idea of fluidity permeates the entire argument, flowing between the issues addressed in the different articles. The research has a qualitative approach and is characterized as a descriptive and analytical study, where institutional documents and interviews with teachers and high school students in Amazonas were analyzed. The data were analyzed using descriptive statistics and the content analysis technique. In the first article, the participants' perception of the house was grouped into three categories: 1. Pandemic Liquidity, 2. Topophilia and 3. “School(space)Home". In the Pandemic Liquidity category, three subcategories were identified: 1. Virtual Fear Landscape, 2. Liquid Fear and 3. Liquidity in Relationships. Still in this article, it was possible to categorize the perception of the reopening of schools, which were grouped into three categories: 1. Strangeness of Topos Escolar Barrado, 2. Pre-Pandemic School Retrotopia, and 3. Virulofugare, a category created to represent the intention to escape of virulent places. The second article addresses the difficulties of studying remotely and strategies to overcome them. The third article analyzes the safety of sanitary conditions in schools and the difficulties perceived during the return to blended classes. The results of this research can contribute to the improvement of equity policies aimed at guaranteeing the right to education in Amazonas. It is recommended to avoid operating schools in rented and adapted buildings, where the lack of adequate infrastructure is conducive to the proliferation of diseases. Wherever available, vaccination is a measure that should be adopted and encouraged. Teleworking hours must be limited to avoid a considerable risk to the health of the educator.