A escola, a pandemia e o ‘ensino remoto’ repentino: aprendemos a tempo esta lição?

Abstract

This article aimed to investigate the pedagogical and technological methodologies that a teacher from the city of Fortaleza has applied to continue the school year, facing the advent of the pandemic caused by the COVID-19 virus. To achieve this goal, there search was based on the methodological basis Godoy (1995) and Moré (2015), which deal with qualitative research and analysis and interpretation of data. The analysis was grounded in the speeches of the teacher interviewed, in addition to official documents that guided remote teaching during this period . From that, it was clarified that the difficulties faced by teachers in the city of Fortaleza are enormous, ranging from lack of financial resources, technological demand, to personal demands, such as the loss of relatives due COVID-19, and the presentation of symptoms of depression and anxiety, caused by extended social isolation, in addition of great professional demands. We conclude that the teacher has done a valuable job, even in the face of all obstacles, but that children/students have yet not received all the necessary attention due to the distress presented by distance and the lack of resources in most homes. Such problems have brought even more difficulties to communication and pedagogical practices, requiring great erinvolvement of the public authorities in monitoring teachers and students in order to improve work in study conditions.