O ensino remoto emergencial como tema de pesquisa nas ciências sociais : uma revisão integrativa de literatura

Abstract

In March 2020, the World Health Organization (WHO) declared that the Sars-Cov-2 epidemic, the virus responsible for Covid-19, had become a pandemic. This declaration was accompanied by guidelines for national governments and global society on the necessary measures to contain the virus. In Brazil, social distancing and lockdown measures were among the least adopted. This is explained by the turbulent political and social environment in the country. Once social distancing measures were implemented in educational institutions, the question of how to continue school activities emerged as a criti33cal issue in the democratic framework of the educational field. This is because Emergency Remote Education (ERE) was presented as the only alternative capable of continuing school activities outside of school premises. In this context, the research question that arises is: How did the works produced by researchers in the field of social sciences in Brazil address the topic of ERE? The general objective of this research is to identify and discuss the thematic focuses, theoretical-methodological perspectives, and results presented by academic research produced within the field of Social Sciences on the topic of ERE. The specific objectives are: to research and contextualize the academic production of Social Sciences on ERE; to describe its thematic focuses and theoretical-methodological perspectives; and to discuss the results presented by the research. The theoretical analysis developed in this research is grounded in Michel Apple’s relational perspective (1999; 2006; 2011; 2022), particularly in the work entitled "Education and New Hegemonic Blocs" (2011). The author’s theoretical-methodological perspective does not serve as a rigid framework to be replicated but contributes to the discussion of social phenomena in relation to multiple spheres of social life. This characteristic allows for conceptual and categorical articulation with other theoretical perspectives. From a methodological point of view, this research conducts an Integrative Literature Review (ILR). This is a type of academic research that systematically seeks to identify empirical and/or theoretical literature on a given research topic, with the aim of analyzing it in terms of its state of the art and synthesizing it around a previously formulated research problem (CROSETTI, 2012). In summary, based on the developed analysis, it is possible to establish that the research conducted by social scientists on ERE focused on the needs of socially vulnerable groups and promoted social struggles for their rights. In particular, their contributions regarding the right to education run counter to the neoliberal ideal and its economic rationality.