Ensino remoto: as narrativas dos professores da educação básica do município de Rio Verde-GO

Abstract

The research aims to study remote teaching through the narratives of elementary school teachers in the municipality of Rio Verde in the state of Goiás. The thesis aims to contribute to the expansion of studies related to collective and individual memory by transforming experiential and relational accounts into critical reflective acts, providing a process of constructing a possible path to think about the innovative school and a new post-pandemic teacher. The time frame was from 2020 to 2023, a period in which remote teaching became relevant to meet the educational needs experienced during and after the pandemic. The scientific work allows a reflection on the teachers' narratives as an instrument, par excellence, to support research in the area of the history of education, mainly, when based on the memories of the present time. Among the authors who support the theoretical research, Benjamin (1994; 2006), Bosi (1994; 2003), Portelli (1997), Thompson (1998), Chartier (1990; 2002), Meihy (2011; 2002), Halbwachs (2013), Alberti (2013) and Pesavento (2015) stand out, using the methodological assumptions of Oral History, Cultural History and Memory. The narratives included interviews with teachers who experienced the implementation of this teaching modality during the pandemic period. The data collected made it possible to prepare the scientific document on remote teaching. For this reason, the research was based on the following questions: What is the relevance of remote teaching experienced during the pandemic period? How did the teaching and learning process take place? Were there any losses? In what ways did the pandemic and remote teaching make Brazilian education even more precarious? What are the main challenges in the post-pandemic educational field? Is it possible to transform memories experienced in remote teaching into primary sources for future generations to understand what this moment of the Covid-19 pandemic was like? Therefore, the research data resulted in points of reflection on issues related to inequalities in access to education, teaching and learning practices, and the conditions of teaching work