The “new normal” in school: challenges reported by two Brazilian literacy teachers

Detalhes bibliográficos
Autor(a) principal: Ferreira, Carmen Regina Gonçalves
Data de Publicação: 2022
Outros Autores: Michel, Caroline Braga, Nogueira, Gabriela Medeiros
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas (Florianópolis. Online)
Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/22025
Resumo: This paper aims at problematizing the “new normal” in Education in the period in which distant teaching and face-to-face teaching coexisted in the pandemic, from the methodological perspective of research-formative meetings. Thus, reports of aspects that explain the success/failure of the new educational context written by two literacy teachers who taught second graders from May to December 2021 were analyzed. Resulting data denounced that the “new normal” led to the following: need to simultaneously assist students who started to attend in-person classes and the ones who kept attending online classes, with planning overlap and time spent on the tasks; need to fill out the virtual platform created by the sponsoring institution which requires lesson plans, roll calls and material sent through the application, making a large part of teaching become bureaucratic; teachers paying for equipment, mobile data, internet connections and self-education, since the State had exempted itself from them; instability at work due to the fact that the school could open and close in case of virus contamination and generate anxiety, uncertainty and frustration; and differences in quality of teaching in online and in-person classes that would result in inequality in students’ assistance and learning. All factors led to work overload which was aggravated by the lack of formative processes and infrastructure conditions to enable both online and in-person classes to take place throughout the pandemic.          
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spelling The “new normal” in school: challenges reported by two Brazilian literacy teachersEl "nuevo normal" en el cotidiano de las escuelas: desafíos para la alfabetización en la perspectiva de dos profesorasO “novo normal” no cotidiano das escolas: desafios para alfabetização na perspectiva de duas professorasalfabetizaçãoensino remotoensino presencial na pandemialiteracyonline teaching in-person teaching in the pandemicalfabetizaciónenseñanza remotaenseñanza presencial en la pandemia This paper aims at problematizing the “new normal” in Education in the period in which distant teaching and face-to-face teaching coexisted in the pandemic, from the methodological perspective of research-formative meetings. Thus, reports of aspects that explain the success/failure of the new educational context written by two literacy teachers who taught second graders from May to December 2021 were analyzed. Resulting data denounced that the “new normal” led to the following: need to simultaneously assist students who started to attend in-person classes and the ones who kept attending online classes, with planning overlap and time spent on the tasks; need to fill out the virtual platform created by the sponsoring institution which requires lesson plans, roll calls and material sent through the application, making a large part of teaching become bureaucratic; teachers paying for equipment, mobile data, internet connections and self-education, since the State had exempted itself from them; instability at work due to the fact that the school could open and close in case of virus contamination and generate anxiety, uncertainty and frustration; and differences in quality of teaching in online and in-person classes that would result in inequality in students’ assistance and learning. All factors led to work overload which was aggravated by the lack of formative processes and infrastructure conditions to enable both online and in-person classes to take place throughout the pandemic.           Este artículo tiene el objetivo de problematizar sobre el "nuevo normal" de la educación, momento en que enseñanzaremota y presencial coexistieron durante la pandemia, a partir de la perspectiva metodológica de encuentros de investigación-formación. Para esto, se analizaron a partir de los relatos de dos alfabetizadoras que actuaron de mayo a diciembre de 2021, con clases de segundo año, aspectos que dilucidan el (in)éxito del nuevo contexto educativo. Los datos de la investigación denuncian que este "nuevo normal" promovió: necesidad de atención concomitante para los alumnos que estaban asistiendo presencialmente a la escuela y los que continuaron en la enseñanza remota, sobreponiendo la planificación y tiempo destinado a esa tarea; llenado diario de plataforma virtual creada por la mantenedora, en la cual deberían incluir todos los planes, diarios de clase, frecuencia de los niños, así como materiales enviados por aplicación, haciendo gran parte del trabajo docente burocrático; profesoras cargando los costos de las clases con recursos propios, adquiriendo equipamientos, datos móviles, Internet de mejor calidad, la inversión en formación, ya que el Gobierno ha eludido estos aspectos; inestabilidad en el trabajo debido a la posibilidad de que la escuela abra y cierre en caso de contaminación por el virus, esta falta de previsión causó ansiedad, incertidumbre y frustración; diferencia de calidad entre la enseñanza ofrecida en las aulas presenciales y en la enseñanza remota, ocasionando desigualdad tanto en la atención como en el aprendizaje de los alumnos. Todo esto generó sobrecarga del trabajo docente intensificada por la ausencia de acciones formativas y condiciones de infraestructura para viabilizar tanto la enseñanza remota como el retorno a las clases presenciales durante la pandemia.Este artigo tem o objetivo de problematizar o considerado “novo normal” da educação, momento em que ensino remoto e presencial coexistiram durante a pandemia, a partir da perspectiva metodológica de encontros de pesquisa-formação. Para tanto, analisou-se a partir dos relatos de duas alfabetizadoras que atuaram de maio a dezembro de 2021, com turmas de 2º ano, aspectos que elucidam o (in)sucesso do novo contexto educacional. Os dados da pesquisa denunciam que este “novo normal” promoveu: necessidade de atendimento concomitante para os alunos que estavam frequentando presencialmente a escola e os que continuaram no ensino remoto, sobrepondo planejamento e tempo destinado a essa tarefa; preenchimento diário de plataforma virtual criada pela mantenedora, na qual deveriam ser incluídos todos os planejamentos, diários de classe, frequência das crianças, bem como materiais enviados por aplicativo, tornando grande parte do trabalho docente burocrático; professoras arcando os custos das aulas com recursos próprios, adquirindo equipamentos, dados móveis, internet de melhor qualidade, investindo em formação, uma vez que o governo tem se eximido desses aspectos; instabilidade no trabalho devido à possibilidade de a escola abrir e fechar caso existisse contaminação pelo vírus. Essa falta de previsão causou ansiedade, incerteza e frustração; diferença da qualidade entre o ensino ofertado nas aulas presenciais e no ensino remoto, ocasionando desigualdade tanto no atendimento quanto na aprendizagem dos alunos. Tudo isso gerou sobrecarga do trabalho docente intensificada pela ausência de ações formativas e condições de infraestrutura para viabilizar tanto o ensino remoto quanto o retorno às aulas presenciais durante a pandemia.Universidade do Estado de Santa Catarina - UDESC2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2202510.5965/1984723823512022112Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 112 - 1391984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/22025/14390Copyright (c) 2022 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessFerreira, Carmen Regina Gonçalves Michel, Caroline Braga Nogueira, Gabriela Medeiros 2022-05-05T13:21:53Zoai:ojs.revistas.udesc.br:article/22025Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2022-05-05T13:21:53Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv The “new normal” in school: challenges reported by two Brazilian literacy teachers
El "nuevo normal" en el cotidiano de las escuelas: desafíos para la alfabetización en la perspectiva de dos profesoras
O “novo normal” no cotidiano das escolas: desafios para alfabetização na perspectiva de duas professoras
title The “new normal” in school: challenges reported by two Brazilian literacy teachers
spellingShingle The “new normal” in school: challenges reported by two Brazilian literacy teachers
Ferreira, Carmen Regina Gonçalves
alfabetização
ensino remoto
ensino presencial na pandemia
literacy
online teaching
in-person teaching in the pandemic
alfabetización
enseñanza remota
enseñanza presencial en la pandemia
title_short The “new normal” in school: challenges reported by two Brazilian literacy teachers
title_full The “new normal” in school: challenges reported by two Brazilian literacy teachers
title_fullStr The “new normal” in school: challenges reported by two Brazilian literacy teachers
title_full_unstemmed The “new normal” in school: challenges reported by two Brazilian literacy teachers
title_sort The “new normal” in school: challenges reported by two Brazilian literacy teachers
author Ferreira, Carmen Regina Gonçalves
author_facet Ferreira, Carmen Regina Gonçalves
Michel, Caroline Braga
Nogueira, Gabriela Medeiros
author_role author
author2 Michel, Caroline Braga
Nogueira, Gabriela Medeiros
author2_role author
author
dc.contributor.author.fl_str_mv Ferreira, Carmen Regina Gonçalves
Michel, Caroline Braga
Nogueira, Gabriela Medeiros
dc.subject.por.fl_str_mv alfabetização
ensino remoto
ensino presencial na pandemia
literacy
online teaching
in-person teaching in the pandemic
alfabetización
enseñanza remota
enseñanza presencial en la pandemia
topic alfabetização
ensino remoto
ensino presencial na pandemia
literacy
online teaching
in-person teaching in the pandemic
alfabetización
enseñanza remota
enseñanza presencial en la pandemia
description This paper aims at problematizing the “new normal” in Education in the period in which distant teaching and face-to-face teaching coexisted in the pandemic, from the methodological perspective of research-formative meetings. Thus, reports of aspects that explain the success/failure of the new educational context written by two literacy teachers who taught second graders from May to December 2021 were analyzed. Resulting data denounced that the “new normal” led to the following: need to simultaneously assist students who started to attend in-person classes and the ones who kept attending online classes, with planning overlap and time spent on the tasks; need to fill out the virtual platform created by the sponsoring institution which requires lesson plans, roll calls and material sent through the application, making a large part of teaching become bureaucratic; teachers paying for equipment, mobile data, internet connections and self-education, since the State had exempted itself from them; instability at work due to the fact that the school could open and close in case of virus contamination and generate anxiety, uncertainty and frustration; and differences in quality of teaching in online and in-person classes that would result in inequality in students’ assistance and learning. All factors led to work overload which was aggravated by the lack of formative processes and infrastructure conditions to enable both online and in-person classes to take place throughout the pandemic.          
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22025
10.5965/1984723823512022112
url https://www.periodicos.udesc.br/index.php/linhas/article/view/22025
identifier_str_mv 10.5965/1984723823512022112
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22025/14390
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 112 - 139
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:(UDESC)
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
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