Possíveis efeitos do distanciamento social provocado pela pandemia de Covid-19 na integração de recursos educacionais digitais no contexto escolar: estudo de casos

Abstract

With the interruption of classes and activities in person motivated by the coronavirus (COVID19) pandemic, the educational system was heavily impacted. It proved necessary to analyze this phenomenon, seeking to understand the strategies adopted by basic education systems, investigating the process of using digital information and communication technologies (TDIC) in on-line cases of teaching activities. Although it is still not possible to measure the real postpandemic impacts on school education, it was necessary to analyze and describe the current moment by examining the possible initial effects generated for schools, pedagogical activities and teaching practices. This case study aimed to map the educational strategies mediated by TDIC that were implemented in basic education during the period of social distancing (quarantine), in a city in Minas Gerais, with about 100,000 inhabitants. In order to achieve the proposed objective, this work was organized into three specific objectives, which comprise three articles: a) report of the strategies adopted by educational managers in the public and private systems to maintain teaching activities during the COVID-19 pandemic; b) analyze teachers' perception of possible effects of social distancing on teaching practices, focusing on the appropriation of digital technological resources applied to activities; c) possible effects related to the adoption of digital educational resources based on students' perceptions, as well as their possible consequences for after the distance is overcome. Analyzing educational cases and experiences under these circumstances contributed to the consolidation of knowledge about how Brazilian basic education teaching systems acted and what consequences their coping strategies generated. The methodology adopted for the articles is guided by the Grounded Theory with the support of the Collective Subject Discourse for the articulation and analysis of the participants' narratives. As results, the following stand out: a) article, already published, contemplated, through semi-structured online interviews, the survey of contributions and challenges of implementing remote emergency teaching from the point of view of 04 managers of basic education schools; b) article, submitted and awaiting analysis for publication, aimed to understand possible effects of social distancing caused by the COVID-19 pandemic on teaching pedagogical practices, identifying possibilities for the use of remote activities mediated by TDIC, based on the perceptions of 53 school teachers public and private of the researched city; c) article, also submitted and awaiting analysis for publication, analyzes the experiences and experiences of basic education students during the performance of activities adapted for remote teaching and the possible effects on the study routine, prospecting possible adaptations of this moment for application in the context post distance caused by the pandemic. From the analyzes and discussions recorded in the articles, it was possible to categorize elements of similarities and differences of adopted educational strategies and carried out mapping of these strategies to generate references in future analysis of consequences. It was, therefore, an exploratory systemic approach to an unprecedented educational phenomenon, caused by the COVID-19 pandemic, generating theories and hypotheses that will guide new investigations when the pandemic is overcome and the return to face-to-face activities is possible in Basic Education schools.