“O desafio é lidar com a situação’’: percepção de estudantes do ensino médio de Campestre de Goiás sobre o período de ensino remoto emergencial

• Ano de defesa: 2024
• Autor(a) principal: Almeida, Laís K. C. S.
• Orientador(a): Freitas, Carla Conti de
• Banca de defesa: Freitas, Carla Conti de , Carvalho, Renata Ramos da Silva , Lima, Daniela da Costa Britto Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Educação
• Departamento: UEG ::Coordenação de Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Ensino Remoto Emergencial; Conectividade; Pandemia; Tecnologia
• Palavras-chave em Inglês: Emergency Remote Teaching; Pandemic; Connectivity; Technology
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1541

A pandemic for which the world was not prepared generated a strong economic and health crisis. Thinking about containing the spread of Covid-19, the State resorted to closing schools and adopting an ERE. To this end, connectivity began to be considered fundamental, including in education, as immersion in digital culture was accelerated by the pandemic process experienced. Given this context, this research aims to understand the perception of 12th-grade students in Campestre de Goiás regarding Emergency Remote Education (ERE). Thus, the research is justified by fostering debate about public education and, consequently, analyzing the scope of public policies that ensure the right to access and continuity in school, guaranteed by the Child and Adolescent Statute (ECA) and the Federal Constitution (CF), aiming towards future generations. This is a qualitative study conducted through a case study with semi-structured interviews. The city has a diverse demographic, encompassing both urban and rural areas. To gather significant data about students' experiences, forms and narratives were utilized. These instruments allow for a deeper understanding of the impacts of emergency remote teaching and provide a detailed view of the social and digital inequalities faced by students. The analysis was supported by theoretical foundations from authors who address this theme, such as Prodanov and Freitas (2013); Gil (2017); Sacavino and Candau (2020). By comprehending the challenges faced by students and their families, it was possible to observe the socioemotional strain on students during this period, leading to difficulties in learning, which may have lasting effects on their education.