POLÍTICAS CURRICULARES NO CONTEXTO DA PRÁTICA EM TEMPOS DE PANDEMIA: análise dos fazeres do complexo integrado de educação de Itamaraju-BA

• Autor(a) principal: Silva, Paulo de Tássio Borges da
• Data de Publicação: 2021
• Outros Autores: Moura, Ana Paula da Purificação de, Luz, Rafael Reis da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Momento (Rio Grande. Online)
• Texto Completo: https://periodicos.furg.br/momento/article/view/13215
• topic: Políticas Curriculares; Contexto da Prática; Pandemia; Ensino Remoto

The school year of the state school system in the state of Bahia started on February 10, 2020. And like every beginning of the school year, it started with initial planning, pedagogical journey, calendar, work proposal, projects and, for some schools, implementation of the New High School and the National Common Curriculum Base (BNCC). Therefore, within the scope of the planning of the school year, there was no prediction that we would have such a drastic rupture with the arrival of the Sars Cov-19 virus in Brazil. Faced with the scenario of the Coronavirus pandemic (SARS-CoV-2), which caused the need for social distancing and consequent closing of schools, this article aims to identify what the Integrated Education Complex of Itamaraju (CIEI) has developed in terms of processes over the pandemic period. Therefore, we will use netnography (TAVARES; PAULA, 2014), ethnoprintgraphy (BORGES, 2019) and interviews with teachers and students in the production of data. From the activities carried out by CIEI, we observe that public schools have been trying to build pedagogical processes with (as) students, establishing different communication channels. These activities, which have been built by CIEI, show the commitment of public schools with teaching and students in these times of pandemic. Commitment made in the face of challenges, such as lack of technological equipment, continuing education for remote learning, among others. It must also be said that teachers have been constantly reinventing themselves in the construction of proposals that produce knowledge and welcoming policies.