O ensino remoto emergencial e seus desafios didático-pedagógicos na pandemia da Covid-19: um estudo de caso nos ciclos 1 e 2 da educação de pessoas jovens, adultas e idosas no município de João Pessoa – PB

Abstract

This Course Completion Work (TCC) is part of the context of the health, humanitarian, political and educational crisis faced by Brazil during the Covid-19 pandemic, therefore, our general objective is to analyze the didactic-pedagogical strategies adopted by an educator of cycles 1 and 2 of the Education of Young, Adult and Elderly People (EPJAI), in emergency remote teaching during the Covid-19 pandemic, in the municipality of João Pessoa- PB, As specific objectives, it was intended to: Present the challenges and possibilities for the education of young, adult and elderly people in the pandemic context; Discuss the didactic-pedagogical planning at EPJAI in its limits and possibilities in teaching; To characterize and analyze the didactic-pedagogical strategies of the EPJAI experienced by an educator from the EPJAI in the city of João Pessoa. Therefore, we outlined the research methodology by carrying out a case study, in which we focus on some elements shared by the teacher in focus, to generate qualitative data from this TCC, they were: an open letter written by the teacher, the cut of her pedagogical planning annual and the screen captures with the application of the activities in the class by digital means. The research results showed a series of challenges faced by the teacher in the construction of solid and meaningful knowledge for the students, in a format completely different from what they were used to in regular face-to-face teaching. Limitations related to student connectivity have brought difficulties in accessing education, evidencing and perpetuating the social exclusion that affects EPJAI subjects, regardless of and prior to the pandemic period. In view of this, it is concluded that the discussions around didactic-pedagogical planning at EPJAI point to the inherent need for contextualization of teaching, and goes beyond this aspect, including the appreciation of knowledge and knowledge, establishing listening to students in a diagnostic format, about what they want, want and need to learn, giving a real meaning to the presence of students in the classroom. This reality, however, only materializes with the exercise of teaching with the appreciation of the culture of peace and affection in the teacher/student relationship and in human relationships in general in the school environment, whether in person or virtual.