Reformulações em instituições de ensino médio durante a pandemia de Covid-19

Abstract

During the pandemic period caused by the spread of Covid-19, the Brazilian educational system adopted Emergency Remote Teaching (ERE), where teachers and students were connected through technology, ensuring the continuity of teaching without the need to be in the same physical space. However, in a socioeconomically unequal country such as Brazil, a teaching alternative that needed access to technological equipment and quality internet connection, the existing differences were accentuated. Many students found themselves deprived of access to education, teachers faced difficulties due to their lack of experience working with technology, and managers found themselves in the role of trying to alleviate the problems that arose. Thinking about these issues and considering the uncertainty of a return to previous teaching models, we undertook a qualitative research with professionals who worked in education in the years 2020 and 2021, with the general objective: to know the difficulties faced and the solutions adopted by the education systems. public and private education during the covid-19 pandemic. To assist in obtaining the results, we divided the research into two stages, each with a specific objective, namely: to identify difficulties faced by mathematics teachers in the transition from the face-to-face model to the remote and hybrid models; and understand the difficulties faced by the management body of secondary education institutions in adapting to remote and hybrid teaching. Each objective generated a scientific article with its own theoretical framework, methodologies and results, united to form the present dissertation, based on the multipaper writing model. Data were obtained through semi-structured interviews with professors and managers from different institutions. At the end of data collection and through its analysis, we were able to verify that, despite the different problems that each group faced, a common point for both was the concern to provide education, hope and emotional support to students throughout the period of changes and uncertainties. This work was carried out with the support of the Coordination for the Improvement of Higher Education Personnel – Brazil (CAPES) – Financing Code 001.