Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/16590 |
Resumo: | The year 2020 was marked by the untimely time of the SARS-Cov-2 virus pandemic. Dating back to Krónos time at the end of February, the virus arrived in Brazilian territory and manifested the political, economic and health imbalance that was already expected. The death toll was staggering and growing. Decrees, sanctions, ordinances were established to try to curb the movement of people and the high contagion of the coronavirus among the population. Social isolation - recommended by the World Health Organization (WHO) - was a restrictive measure adopted throughout the national scenario and for all ages. In view of this salute, all services and activities of a non-essential nature were temporarily closed, such as schools, churches, shopping, hotels, universities and some local businesses. Routines, plans, dreams and achievements were suspended to enter a kaíros time of the pandemic. With the closing of schools, the school reality of Brazilian children was adapted to the modality of remote teaching, as an exceptional strategy for the continuation of the school year. However, access and the opportunity to attend online education is dependent on resources, equipment and help from family members and/or guardians who can help children handle the tools and carry out activities. And this reality of transforming residence into the minimum conditions of a classroom is not available to millions of Brazilians (PNAD, 2018; IBGE, 2018, 2020). In this way, seeking to understand the experiences of children, teachers, family members and/or guardians who have experienced remote teaching in times of a pandemic, we carried out this research with a private school that presented the minimum and hypothetically ideal conditions for the offer of remote classes with a cutout established between the school years from the 1st to the 5th year of elementary school I. With cartographic inspirations and following the safety protocols due to the COVID-19 pandemic, our contact with the research subjects took place in a virtual way, with a directed questionnaire for teachers and another for family members and/or accountable about their experiences with remote teaching in times of a pandemic, and with online meetings with children through the Microsoft Teams platform. In all, we had the participation of nine (9) teachers, thirty-eight (38) family members and eighty-three (83) children. All the experiences that were written, shared or said, we describe them within a concept that we call experitempos (LEITE, 2013), as a junction of words between experience and time, since, we consider that the experiences of the COVID-19 pandemic are unique to this context. All experiments were presented and subjugated in themes emerged in theoretical and political reflections on childhood and children's rights in times of pandemic, such as issues related to child socialization, meeting children's needs, school education, and other lines that they crossed gender discussions, valuing teachers, relationship between school and family and others. The arguments were directed towards looking at and thinking about the child as a subject of law that needs to be present in the school's territory, and the school as an institution that must offer and contemplate all children's dimensions that were impassive to be assisted in remote teaching. Based on these experiences, we recognize the importance of discussing the experiences conceived during the COVID-19 pandemic – especially for children – in conjunction with educational policy proposals, so that government concerns do not overturn the school education of children in the schools. |
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Barros, Talita Vitória SantoroMoruzzi, Andrea Bragahttp://lattes.cnpq.br/1502374705668286http://lattes.cnpq.br/44498838649729102022-09-08T13:30:58Z2022-09-08T13:30:58Z2022-07-20BARROS, Talita Vitória Santoro. Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16590.https://repositorio.ufscar.br/handle/ufscar/16590The year 2020 was marked by the untimely time of the SARS-Cov-2 virus pandemic. Dating back to Krónos time at the end of February, the virus arrived in Brazilian territory and manifested the political, economic and health imbalance that was already expected. The death toll was staggering and growing. Decrees, sanctions, ordinances were established to try to curb the movement of people and the high contagion of the coronavirus among the population. Social isolation - recommended by the World Health Organization (WHO) - was a restrictive measure adopted throughout the national scenario and for all ages. In view of this salute, all services and activities of a non-essential nature were temporarily closed, such as schools, churches, shopping, hotels, universities and some local businesses. Routines, plans, dreams and achievements were suspended to enter a kaíros time of the pandemic. With the closing of schools, the school reality of Brazilian children was adapted to the modality of remote teaching, as an exceptional strategy for the continuation of the school year. However, access and the opportunity to attend online education is dependent on resources, equipment and help from family members and/or guardians who can help children handle the tools and carry out activities. And this reality of transforming residence into the minimum conditions of a classroom is not available to millions of Brazilians (PNAD, 2018; IBGE, 2018, 2020). In this way, seeking to understand the experiences of children, teachers, family members and/or guardians who have experienced remote teaching in times of a pandemic, we carried out this research with a private school that presented the minimum and hypothetically ideal conditions for the offer of remote classes with a cutout established between the school years from the 1st to the 5th year of elementary school I. With cartographic inspirations and following the safety protocols due to the COVID-19 pandemic, our contact with the research subjects took place in a virtual way, with a directed questionnaire for teachers and another for family members and/or accountable about their experiences with remote teaching in times of a pandemic, and with online meetings with children through the Microsoft Teams platform. In all, we had the participation of nine (9) teachers, thirty-eight (38) family members and eighty-three (83) children. All the experiences that were written, shared or said, we describe them within a concept that we call experitempos (LEITE, 2013), as a junction of words between experience and time, since, we consider that the experiences of the COVID-19 pandemic are unique to this context. All experiments were presented and subjugated in themes emerged in theoretical and political reflections on childhood and children's rights in times of pandemic, such as issues related to child socialization, meeting children's needs, school education, and other lines that they crossed gender discussions, valuing teachers, relationship between school and family and others. The arguments were directed towards looking at and thinking about the child as a subject of law that needs to be present in the school's territory, and the school as an institution that must offer and contemplate all children's dimensions that were impassive to be assisted in remote teaching. Based on these experiences, we recognize the importance of discussing the experiences conceived during the COVID-19 pandemic – especially for children – in conjunction with educational policy proposals, so that government concerns do not overturn the school education of children in the schools.O ano de 2020 foi marcado pelo intempestivo tempo da pandemia do vírus SARS-Cov-2. Datado em um tempo krónos no final de fevereiro, o vírus chegou ao território brasileiro e manifestou o desequilíbrio político, econômico e sanitário que já era esperado. O número de mortos foi se tornando assombroso e crescente. Decretos, sanções, portarias foram estabelecidas para tentar refrear a circulação de pessoas e o alto contágio do coronavírus entre a população. O isolamento social – recomendado pela Organização Mundial da Saúde (OMS) – foi uma medida restritiva adotada em todo cenário nacional e para todas as idades. Diante dessa continência, todos os serviços e atividades de natureza não essencial foram fechados temporariamente, como escolas, igrejas, shopping, hotéis, universidades e alguns comércios locais. Suspenderam-se rotinas, planos, sonhos e conquistas para o adentrar de um tempo kaíros da pandemia. Com o fechamento das escolas, a realidade escolar das crianças brasileiras foi adaptada para a modalidade do ensino remoto, como uma estratégia excepcional para o continuar do ano letivo. No entanto, o acesso e a oportunidade de frequentar o ensino online é dependente de recursos, equipamentos e auxílio de familiares e/ou responsáveis que possam ajudar as crianças no manuseio das ferramentas e na realização das atividades. E esta realidade de transformar a residência em condições mínimas de uma sala de aula não está disponível para milhões de brasileiras(os) (PNAD, 2018; IBGE, 2018,2020). Desta forma, buscando compreender as experiências de crianças, professoras, familiares e/ou responsáveis que experienciaram o ensino remoto em tempos de pandemia, realizamos esta pesquisa com uma escola particular que apresentou as condições mínimas e hipoteticamente ideais para a oferta das aulas remotas com um recorte estabelecido entre os anos escolares do 1º ao 5º ano do ensino fundamental I. Com inspirações cartográficas e seguindo os protocolos de segurança em decorrência da pandemia do COVID-19, nosso contato com os sujeitos da pesquisa ocorreu de forma virtual, sendo um questionário dirigido para as(os) professoras e outro para os familiares e/ou responsáveis sobre suas experiências com o ensino remoto em tempo de pandemia, e com encontros online com as crianças por meio da plataforma Microsoft Teams. Ao todo tivemos a participação de nove (9) docentes, trinta e oito (38) familiares e oitenta e três (83) crianças. Todas as experiências que foram escritas, compartilhas ou ditas, nós a descrevemos dentro de um conceito que denominamos de experitempos (LEITE, 2013), como uma junção de palavras entre experiência e tempo, uma vez que, consideramos que as vivências da pandemia do COVID-19 são exclusivas deste contexto. Todos os experitempos foram apresentados e subjugados em temáticas emergidas em reflexões teóricas e políticas sobre as infâncias e os direitos das crianças em tempos de pandemia, como questões relacionadas a socialização infantil, ao atendimento das necessidades das crianças, a educação escolar, e outras linhas que atravessaram as discussões de gênero, valorização do professorado, relação entre escolar e família e outras. As argumentações se direcionaram para o olhar e pensar a criança como um sujeito de direito que precisa estar presente no território da escola, e esta como uma instituição que deve oferecer e contemplar todas as dimensões infantis que foram impassíveis de serem assistidas no ensino remoto. Com o alinhavar destas experiências, reconhecemos a importância de se colocar em discussão as experiências concebidas durante a pandemia da COVID-19 – especialmente das crianças – em articulação com as propostas políticas educacionais, para que as avalanches governamentais não derrubem a educação escolar das crianças nas escolas.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessExperiênciaPandemia da COVID-19Ensino RemotoEducação de criançasExperienceCOVID-19 PandemicRemote TeachingEducation of childrenCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOOs experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19The experiences of children, teachers and responsible: experiences in remote teaching times in the COVID-19 pandemicinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTexto final para a dissertação - Talita Santoro.pdfTexto final para a dissertação - Talita Santoro.pdfVersão final para a dissertaçãoapplication/pdf1605883https://repositorio.ufscar.br/bitstream/ufscar/16590/1/Texto%20final%20para%20a%20disserta%c3%a7%c3%a3o%20-%20Talita%20Santoro.pdf8c946816f9ff181eb6bade79535bed7eMD51Carta Comprovante - Andrea Braga Moruzzi.pdfCarta Comprovante - Andrea Braga Moruzzi.pdfCarta Comprovante do Orientadorapplication/pdf111813https://repositorio.ufscar.br/bitstream/ufscar/16590/3/Carta%20Comprovante%20-%20Andrea%20Braga%20Moruzzi.pdf78e5a94357ddd4ed48312368081a5793MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16590/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTTexto final para a dissertação - Talita Santoro.pdf.txtTexto final para a dissertação - Talita Santoro.pdf.txtExtracted texttext/plain444013https://repositorio.ufscar.br/bitstream/ufscar/16590/5/Texto%20final%20para%20a%20disserta%c3%a7%c3%a3o%20-%20Talita%20Santoro.pdf.txt4c5a584f9e2c80d24aff9bdee88d55b8MD55Carta Comprovante - Andrea Braga Moruzzi.pdf.txtCarta Comprovante - Andrea Braga Moruzzi.pdf.txtExtracted texttext/plain1303https://repositorio.ufscar.br/bitstream/ufscar/16590/7/Carta%20Comprovante%20-%20Andrea%20Braga%20Moruzzi.pdf.txt47da995bd915bbba026406d66a9cdf5cMD57THUMBNAILTexto final para a dissertação - Talita Santoro.pdf.jpgTexto final para a dissertação - Talita Santoro.pdf.jpgIM Thumbnailimage/jpeg12846https://repositorio.ufscar.br/bitstream/ufscar/16590/6/Texto%20final%20para%20a%20disserta%c3%a7%c3%a3o%20-%20Talita%20Santoro.pdf.jpg27775e11171cddc32711503f8638b3f8MD56Carta Comprovante - Andrea Braga Moruzzi.pdf.jpgCarta Comprovante - Andrea Braga Moruzzi.pdf.jpgIM Thumbnailimage/jpeg13101https://repositorio.ufscar.br/bitstream/ufscar/16590/8/Carta%20Comprovante%20-%20Andrea%20Braga%20Moruzzi.pdf.jpgd0e7f6189b8ca5734c9c4477c45eeb48MD58ufscar/165902022-09-09 03:38:55.96oai:repositorio.ufscar.br:ufscar/16590Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222022-09-09T03:38:55Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 |
dc.title.alternative.eng.fl_str_mv |
The experiences of children, teachers and responsible: experiences in remote teaching times in the COVID-19 pandemic |
title |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 |
spellingShingle |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 Barros, Talita Vitória Santoro Experiência Pandemia da COVID-19 Ensino Remoto Educação de crianças Experience COVID-19 Pandemic Remote Teaching Education of children CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
title_short |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 |
title_full |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 |
title_fullStr |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 |
title_full_unstemmed |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 |
title_sort |
Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19 |
author |
Barros, Talita Vitória Santoro |
author_facet |
Barros, Talita Vitória Santoro |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4449883864972910 |
dc.contributor.author.fl_str_mv |
Barros, Talita Vitória Santoro |
dc.contributor.advisor1.fl_str_mv |
Moruzzi, Andrea Braga |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1502374705668286 |
contributor_str_mv |
Moruzzi, Andrea Braga |
dc.subject.por.fl_str_mv |
Experiência Pandemia da COVID-19 Ensino Remoto Educação de crianças |
topic |
Experiência Pandemia da COVID-19 Ensino Remoto Educação de crianças Experience COVID-19 Pandemic Remote Teaching Education of children CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
dc.subject.eng.fl_str_mv |
Experience COVID-19 Pandemic Remote Teaching Education of children |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
description |
The year 2020 was marked by the untimely time of the SARS-Cov-2 virus pandemic. Dating back to Krónos time at the end of February, the virus arrived in Brazilian territory and manifested the political, economic and health imbalance that was already expected. The death toll was staggering and growing. Decrees, sanctions, ordinances were established to try to curb the movement of people and the high contagion of the coronavirus among the population. Social isolation - recommended by the World Health Organization (WHO) - was a restrictive measure adopted throughout the national scenario and for all ages. In view of this salute, all services and activities of a non-essential nature were temporarily closed, such as schools, churches, shopping, hotels, universities and some local businesses. Routines, plans, dreams and achievements were suspended to enter a kaíros time of the pandemic. With the closing of schools, the school reality of Brazilian children was adapted to the modality of remote teaching, as an exceptional strategy for the continuation of the school year. However, access and the opportunity to attend online education is dependent on resources, equipment and help from family members and/or guardians who can help children handle the tools and carry out activities. And this reality of transforming residence into the minimum conditions of a classroom is not available to millions of Brazilians (PNAD, 2018; IBGE, 2018, 2020). In this way, seeking to understand the experiences of children, teachers, family members and/or guardians who have experienced remote teaching in times of a pandemic, we carried out this research with a private school that presented the minimum and hypothetically ideal conditions for the offer of remote classes with a cutout established between the school years from the 1st to the 5th year of elementary school I. With cartographic inspirations and following the safety protocols due to the COVID-19 pandemic, our contact with the research subjects took place in a virtual way, with a directed questionnaire for teachers and another for family members and/or accountable about their experiences with remote teaching in times of a pandemic, and with online meetings with children through the Microsoft Teams platform. In all, we had the participation of nine (9) teachers, thirty-eight (38) family members and eighty-three (83) children. All the experiences that were written, shared or said, we describe them within a concept that we call experitempos (LEITE, 2013), as a junction of words between experience and time, since, we consider that the experiences of the COVID-19 pandemic are unique to this context. All experiments were presented and subjugated in themes emerged in theoretical and political reflections on childhood and children's rights in times of pandemic, such as issues related to child socialization, meeting children's needs, school education, and other lines that they crossed gender discussions, valuing teachers, relationship between school and family and others. The arguments were directed towards looking at and thinking about the child as a subject of law that needs to be present in the school's territory, and the school as an institution that must offer and contemplate all children's dimensions that were impassive to be assisted in remote teaching. Based on these experiences, we recognize the importance of discussing the experiences conceived during the COVID-19 pandemic – especially for children – in conjunction with educational policy proposals, so that government concerns do not overturn the school education of children in the schools. |
publishDate |
2022 |
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2022-09-08T13:30:58Z |
dc.date.available.fl_str_mv |
2022-09-08T13:30:58Z |
dc.date.issued.fl_str_mv |
2022-07-20 |
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BARROS, Talita Vitória Santoro. Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16590. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/16590 |
identifier_str_mv |
BARROS, Talita Vitória Santoro. Os experitempos das crianças, professoras e responsáveis: experiências em tempos de ensino remoto na pandemia da COVID-19. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16590. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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