A organização do ensino remoto emergencial na pandemia de CovidCovid-19 : uma análise da in/exclusão digital em escolas da rede municipal de educação básica na cidade de Canoas/RS

Abstract

The present investigation aims to analyze how the organization of emergency remote learning and the limitations in access to digital technologies may be related to the teaching and learning processes of students in the Municipal Education Network schools of Canoas during the Covid-19 pandemic. In terms of methodological aspects, the study is situated within a qualitative paradigm, as it involves a narrative inquiry using a multiple case study approach. Data production instruments included individual semi-structured interviews with administrators and teachers from four municipal schools in Canoas, along with a questionnaire to gather participant profiles. Based on the data produced through the interviews, an analysis of the records was conducted, leading to the systematization of the discourses and the creation of a thematic framework encompassing three general categories, each subdivided into two subcategories. These categories are: Uncertainties related to the teaching modality: Regarding the functioning of schools during the pandemic and the applicability of remote learning in public schools; Didactics and Pedagogy: Didactic and pedagogical organization of classes during emergency remote learning and the connectivity to the internet and digital devices for access to online classes; and finally, Family-School Relationships: The organization of students and families for access to remote learning and the lack of family support and engagement in guiding students through the remote learning process. Thus, based on the analysis of the results, it was possible to highlight that the organization of emergency remote learning in public schools resulted in processes of digital inclusion/exclusion, primarily marked by a neoliberal educational system and its continuous process of dismantling and devaluing public education. During the syndemic, this process was intensified by the top-down implementation of remote learning without the necessary discussions and considerations of the diverse realities of students and their connectivity conditions. This negatively impacted students' learning due to the lack of educational public policies aimed at digital connectivity, thereby compromising their right to education.