A relevância do reforço escolar no enfrentamento dos déficits de aprendizagem durante a pandemia da Covid-19

Abstract

The central objective of the present work is to discuss the relevance of school reinforcement, recognizing it as a means of minimizing the difficulties developed by students after Covid-19 isolation. It is proposed, therefore, to present reflections and analyzes through a qualitative and exploratory research, debating data obtained through questionnaires answered by two teachers and a pedagogical coordinator of elementary education at a municipal school in the South Zone of João Pessoa, and by two parents and/or guardians, who, in turn, opted to enroll their children in school tutoring. Therefore, we had the collaboration of five people who answered the questionnaires, and based on their answers, we analyzed and reflected on the research theme. In the theoretical foundation, based on Charlot (2020), Gatti (2020), Gil (2010), Saviani (1985), Vigotsky (2003), issues such as the pandemic and its impacts on the educational field were addressed; tutoring, its importance in teaching and how it can help better in teaching performance; and external and internal factors that can reinforce or paralyze teaching. In view of the research carried out, the results indicate that there were already problems that were aggravated in the period of social isolation caused by the new Coronavirus, jeopardizing the continuity of curriculum planning and learning. In turn, we observed that parents suffered from the absence of technological means, with a lack of instruction in teaching and time to accompany their children in remote classes and agreed that school tutoring can be considered an excellent way to minimize challenges in the process of teaching and learning arising from the delicate moment that was the Covid-19 Pandemic.