A problemática da aprendizagem no Ensino Fundamental pós-pandemia: um estudo de sobre as ações implementadas em escolas públicas de Boa Vista-RR

Abstract

In 2020, the World Health Organization (WHO) declared the new coronavirus a pandemic. Due to social isolation, classes began to be taught remotely, however, this type of teaching did not serve students equitably, as the vast majority of public schools did not have sufficient technological resources to provide the necessary support for remote teaching to be carried out. executed effectively. That is why the pandemic accentuated educational inequalities and the least favored were, mainly, those most affected by remote teaching, resulting in an increase in school dropout and dropout rates. This research had as its object of study the problem of learning in post-pandemic elementary education: a study on the actions implemented in public schools in Boa Vista-RR. The general objective of the research was to analyze the actions implemented in public elementary schools in Boa Vista-RR to restore learning upon returning to face-to-face classes post-pandemic. As a methodology, the research approach is qualitative and was aimed at teachers from two schools in the capital. For the data collection procedure, initially the teacher questionnaire technique was used as a way of knowing the profile of the educators and soon after, the individual interview technique with semi-structured questions. Data analysis was carried out using the content analysis technique as a way of interpreting the data obtained. Therefore, three thematic categories were listed: Remote teaching in the perception of teachers, which addresses the challenges of remote teaching in schools during the pandemic and presents students' learning difficulties when returning to face-to-face classes; Recomposing learning: Actions versus dilemmas in the public school of Roraima which highlights the actions to recompose learning carried out in the schools researched and highlights the dilemmas that the schools under study face in carrying out the recomposition of learning; and Teachers' perspectives on public policies for the restoration of learning, which reveals teachers' expectations regarding the actions of public educational policies and their perspectives regarding the restoration of learning in public schools. Therefore, this research concluded that the reflections raised here indicate that education in the state of Roraima needs professionals committed to the teaching and learning process of students, starting with the responsible bodies. Furthermore, this study intends to contribute to future research and discussions regarding this topic.