Educar para um tempo novo via EAD e Ensino Híbrido: a tecnologia de comunicação digital oportunizando a experimentação em prol da Aprendência

Abstract

The school, sometimes stated as a narrow space for the production of knowledge, has been, for some years, a stage for debates. The conflicting situation that is present in the educational system has intensified in 2020, with the emergence of the New Coronavirus pandemic, which caused social isolation and, consequently, the suspension of classroom classes and the immediate implementation of the Remote Emergency Education (ERE), evidencing, thus, the problem of schools as a space of Learning, mainly in face of the use of Digital Communication Technology (TCD) for educational purposes and the lack of training of teachers and students to face the new teaching proposal. Thus, we listed as a research problem, the ERE adopted in the state education system of Paraná, as we intend to understand if this in fact guaranteed the right to education and cognitive development of students. Given this scenario, this research took place, with the general objective of reflecting on the modality of ERE, since it is understood by the State Department of Education (SEED) as a plausible possibility to provide access to education and ensure advancement cognitive, during the period of social isolation, of students in the public school system. In order to achieve the proposed objective, we methodologically base ourselves on documentaryresearch, qualitative in nature, with a descriptive character, with an interpretive paradigm, anchoring the discussion in authors such as Lévy (1998; 1999), Gallo (2002;2012), Dal Molin ( 2003; 2008; 2015; 2020), Horn and Staker (2015), Nogaro and Cerutti (2016), Deleuze and Guattari (1996; 1997; 2000; 2002; 2010), Assmann (1998; 2000), Serres (2013), Martinazzo and Griebeler (2018), Litto (2010), Moita Lopes (2006) and Moran (2000; 2015). The research is theoretically inscribed in the perspective of Applied Linguistics (AL). Among the results achieved, we can list: i) the ERE was implemented without complying with the assumption by the National Council of Education (CNE) and by the National Confederation of Education Workers (CNTE) and without proper discussion on implementation with the Association of Paraná Teachers (APP), community and parents; ii) teacher training took place badly late, too slow and fragmented; iii) the support to attend the remote classes offered to students by SEED was insufficient, causing several losses in the Learning process and; iv) the constant attributions of evaluation activities and removal of students' absences, especially at the end of the school year, damaged what is considered to be the Learning process.