Ensino remoto na fase de alfabetização: desafios e possibilidades numa escola pública estadual localizada no município de Mirassol d’Oeste/MT

• Ano de defesa: 2022
• Autor(a) principal: Mazali, Sandra Lima Escobar
• Orientador(a): Santos, Pricila Kohls dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Alfabetização; Ensino remoto; Tecnologias digitais
• Palavras-chave em Inglês: Remote Learning; Digital technologies; Literacy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3009

The research was based on Remote Teaching in the Literacy phase in a State Public School located in the municipality of Mirassol D'Oeste / MT. The aim was to problematize remote emergency teaching in the literacy phase of students in the 1st and 2nd year of elementary school, with a view to the challenges and possibilities regarding pedagogical practices during the pandemic period, in the academic years of 2020 and 2021. The need of the studies arose as a result of the outbreak of the pandemic (COVID-19) that took over Brazil in 2020 and caused the closure of schools, thus sprouting a reversal in the structure of the educational system, emphasizing digital technologies, as important means for maintaining of teaching in the pandemic. From this, the following question emerged: What are the challenges and possibilities of remote teaching, in the context of digital technologies, for the development of the teaching and learning process of literacy? And, in search of an answer, this research embraced an exploratory qualitative approach, of the case study type with field research. For the collection and generation of data, semi-structured interviews were used with literacy teachers who worked in the academic years of 2021 and/or 2022 in remote teaching, and a document analysis was also carried out, based on a document prepared by the researched educational institution. with actions to maintain school activities in the pandemic. Documentary analysis and interviews took place through Discursive Textual Analysis according to the perspectives of Moraes and Galiazzi (2007). The general objective of this research was to analyze the challenges and possibilities of remote teaching, in the context of digital technologies, for the development of the teaching and learning process of literacy. We have the following specific objectives: Check, through the Strategic Pedagogical Planning for School Assistance (PPEAE), the actions for the management of remote teaching during the pandemic; Identify the main challenges and possibilities of remote teaching in the literacy phase; Analyze the resources (means) used for teaching and guiding educational activities, aimed at literacy, by remote means; To describe the use of technological tools used to mediate teaching and guide educational activities by remote means. According to the results, it was possible to verify that the main challenges of emergency remote teaching for students in the literacy phase during the pandemic were, among others, the adaptation of teachers to technological tools, the establishment of a partnership between school and family to help students children in home classes and the lack of sufficient resources for students to access and participate in online educational activities within virtual environments, which further reinforced a divide between social classes. However, despite the numerous challenges, literacy possibilities were also noted, through remote activities (online) and digital technologies, in which the use of software, applications and devices was highlighted, which allowed, in addition to synchronous and asynchronous between teachers and students and students and students, carrying out activities that have contributed positively to learning and to maintaining the teaching of children in the literacy process during the pandemic.