A organização do ensino remoto e híbrido para a alfabetização no município de Francisco Beltrão-PR

Abstract

In recent years, Brazil and the world have faced the coronavírus pandemic (SARS-CoV-2), which originated in China in 2019. The spread of the vírus led to social isolation measures and restrictions in the most diverse sectors, including education. Schools were closed, and classes were held remotely. In the municipality of Francisco Beltrão, schools suspended classes, also adopting the remote teaching system. Only in October 2020 was there a gradual return of the school activities in a hybrid way (interleaved teaching between remote and in person). Based on this problem, the objective of understanding the organization of teaching carried out by teachers, from the municipal network of Francisco Beltrão-PR, for literacy classes during the period (2020-2021) of the Covid-19 pandemic, was presented to the Postgraduate Program in Education - Master's degree - Area of concentration: Education, Research Line 1: Culture, Educational Processes and Teacher Training, from the Western Paraná State University - UNIOESTE. Thus, this research is also linked to the Study and Research Group on Teaching, Learning and Historical-Cultural Theory. Therefore, we define this investigation as qualitative, of the Case and Field Study type. We conducted semi structured interviews with teachers from the education network, literacy teachers assigned to four municipal schools in different regions of the city. The theoretical basis and analysis of the data present in this work were organized and systematized according to the assumptions of the Historical-Cultural Theory. The organization of literacy teaching, during remote and hybrid teaching, was adapted according to the emerging health needs of the period. Added to the political actions aimed at the functioning of the private sectors of industry and commerce in favor of profit concentrated in minorities, they favored precarious public education for children from the first to the third year of elementary school I. The results show a standardization in the forms of guidance for planning and sending classes from government agencies; however, each school should adapt them according to the possibilities of the realities experienced by local families. The socioeconomic differences between schools did not directly affect the way literacy education was organized, but rather the way families organized themselves to help children meet school demands. The methods of teaching literacy in municipal schools during the period mentioned created several gaps in the continuity of school education. The printed materials made available to students contained several questions elaborated on a single theme, divided according to the curricular components of the Paraná Curricular Reference and the National Common Curricular Base, but did not necessarily constitute a didactic sequence in its own right. The school tasks developed in remote teaching enabled the development of skills related to memorization, repetition, copying of information and motor coordination, but did not arouse the child's interest, and did not provide them with the tools for the social use of reading and writing skills. The assessments of learning carried out by teachers were impaired, so the teacher was able to develop his work to a certain extent, based on an assumption about the student's knowledge to think about planning. In this sense, social distancing made teaching planning designed for the child's psychological development unfeasible. Finally, we recommend future research on the evaluative-formative process of children in the literacy phase during remote teaching, the impact on learning of the solitary use of screens during remote teaching, the possible disadvantage suffered by children in public schools when compared to private schools, and the deepening of research into the long-term consequences of the pandemic on the learning and development of the psyche of children enrolled in the first cycle of literacy in elementary school I, in 2020 and 2021.