"Recuperar o tempo perdido?": ensino-aprendizagem, controle e avaliação face aos efeitos da pandemia em uma escola municipal em Foz do Iguaçu

Abstract

This dissertation aims to present a study of the social and academic context after the return to face-to-face classes from Covid-19 pandemic in a public elementary school in the municipality of Foz do Iguaçu, Paraná, Brazil. To assert how the school management and teachers organized the education work to recover from classes suspension and moving to the on-line classes, our analysis investigated the school planning and organization, considering that the in-person classes interruption during pandemic brough several challenges and negative impacts in the classes schedule and time, and to the learning process. The field work in the school Ethnography was performed using participatory research with the school management, educational staff, teachers and student families. Data collection was performed in two parts. First, the participatory research from May 2022 to December of the same year, and from February to August 2023. Second, in August 2023, with semi structured interviews. Unlike the common idea that time was “suspended” during Covid, this research provides a very different perspective, with a clear diversification in the meaning of time as a category for the people involved. During the pandemic, school daily dynamic build up a different system with three categories for the perception of time related to four different social groups: school pedagogic and management personnel needing to engage in a new multitask and multidimensional demands of functions and teaching needs, students as people under a pandemic, decease, condition, and the school community under constant challenge to come up with new and creative solutions for the Covid challenges to academic life. For teachers and school personnel, strengthening ties with the school community using extra classes and larger academic, social and cultural projects, were key to a successful student’s academic and psychological recovery. In conclusion, we advocate that time, as past, present and future, can assume various meanings and significances as the result of the interaction between the school staff, students and its community, as well the perception of time during the shared experiences between the teaching and learning process.