A criação de políticas públicas de acesso ao ensino remoto emergencial na educação básica no município de Fortaleza dentro do contexto da pandemia do Covid-19

Abstract

This study examines the implementation of Emergency Remote Teaching (ERT) in a public municipal school in Fortaleza, Ceará, during the Covid-19 pandemic. It aims to assess the institutional and pedagogical challenges faced by Basic Education, analyze the policies enacted (or the absence thereof) to support teachers, and investigate the impacts of this period on educators’ mental health, motivation, and professional performance. Drawing on a qualitative approach informed by in-depth evaluation, the research articulates documentary analysis, contextual examination, and the interpretation of teachers’ narratives to understand how national and local regulations were translated into everyday school practice. The findings reveal that the abrupt transition to remote instruction intensified pre-existing structural vulnerabilities, including limited digital infrastructure, insufficient training for the use of educational technologies, and unequal access to connectivity among students and teachers. The study also documents significant emotional strain among educators, who reported increased workloads, difficulties balancing domestic and professional responsibilities, and heightened levels of anxiety, stress, and exhaustion. The post-pandemic context further exposed shortcomings in institutional support, highlighting gaps in the actions of the Municipal Secretariat of Education. The results underscore the urgent need for robust public policies that ensure digital inclusion, professional training, mental-health support, and sustainable working conditions. By illuminating the lived experiences of teachers during the pandemic, this study contributes to broader reflections on educational resilience and the future of public schooling in crisis scenarios.