Ensino remoto emergencial e desigualdades educacionais : uma análise no contexto da ECIT Daura Santiago Rangel

Abstract

After the declaration of the Covid-19 pandemic in 2020, Brazilian education systems began offering what became known as “Ensino Remoto Emergencial (ERE)”, which shifted school activities to an environment mediated by Information and Communication Technologies (ICT’s). In the same year, in Paraíba, the “Regime Especial de Ensino” was instituted (Paraíba, 2020d), regulating that pedagogical activities be carried out through virtual platforms while social isolation and quarantine were enforced. This research discussed with students and teachers how the offering and access to ERE occurred during the Pandemic in the educational context of ECIT Daura Santiago Rangel between 2020 and 2021. The methodology used was qualitative, employing participant observation, document analysis, semi-structured interviews with teachers, and a questionnaire administered to students. The theoretical framework that served as the basis for the research development included Pierre Bourdieu with contributions from Souza, Pedro, and Colling (2023), Silvestre, Figueiredo Filho, and Silva (2023), Claudio Nogueira and Maria Nogueira (2022), Granja and Barreto (2022), Soares (2021), Cipriani, Moreira, and Carius (2021), and Vasconcelos et al. (2021). In the results of the study, the socio-economic aspects of students that hindered participation in ERE, the workload burden on teachers, low participation in remote activities, and dissatisfaction with the teaching model during the pandemic stand out.