Educação básica na pandemia de Covid-19: críticas ao ensino remoto
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/224137 |
Resumo: | Remote teaching ensured social distancing for students and education professional during the Covid-19 pandemic, but received criticism from various sectors of Brazilian society, including education and psychology institutions. Given the lack of academic discussion concerning the phenomenon, this article identifies and analyzes criticisms made by education and psychology institutes to remote teaching in basic education. A qualitative and documentary research was conducted with 34 documents, published between March 11 and May 11, 2020 by six entities. Content analysis extracted 143 excerpts, which were organized into five categories. Results show that remote teaching is detrimental to the teaching-learning process: limited or non-existent access of students and their families to technological resources; precariousness of teaching work; violation of the right to education; commodification of education; and stripping of the school’s social role. Developed in a rapid and decontextualized manner, disregarding socioeconomic and racial markers, remote teaching increased teaching work and further expanded educational inequalities, which proved to be political and technical government strategies. Attacks on public schools increase in an ultraliberal and obscurantist context, but not without popular, democratic and libertarian resistance. This dispute is extended and updated in the pandemic context, as evinced by the institutional manifestations. Although they all present criticisms, these are neither homogeneous nor based on the same interests, with some showing concern for the market while others focus on constitutional rights. |
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Educação básica na pandemia de Covid-19: críticas ao ensino remotoBasic education during the Covid-19 pandemic: criticisms of remote teachingBasic educationRemote teachingCovid-19PandemicEducação básicaEnsino remotoCovid-19PandemiaRemote teaching ensured social distancing for students and education professional during the Covid-19 pandemic, but received criticism from various sectors of Brazilian society, including education and psychology institutions. Given the lack of academic discussion concerning the phenomenon, this article identifies and analyzes criticisms made by education and psychology institutes to remote teaching in basic education. A qualitative and documentary research was conducted with 34 documents, published between March 11 and May 11, 2020 by six entities. Content analysis extracted 143 excerpts, which were organized into five categories. Results show that remote teaching is detrimental to the teaching-learning process: limited or non-existent access of students and their families to technological resources; precariousness of teaching work; violation of the right to education; commodification of education; and stripping of the school’s social role. Developed in a rapid and decontextualized manner, disregarding socioeconomic and racial markers, remote teaching increased teaching work and further expanded educational inequalities, which proved to be political and technical government strategies. Attacks on public schools increase in an ultraliberal and obscurantist context, but not without popular, democratic and libertarian resistance. This dispute is extended and updated in the pandemic context, as evinced by the institutional manifestations. Although they all present criticisms, these are neither homogeneous nor based on the same interests, with some showing concern for the market while others focus on constitutional rights.O ensino remoto possibilitou o isolamento social de estudantes e profissionais da educação durante a pandemia de Covid-19, mas foi permeado de críticas de diversos setores da sociedade brasileira, entre os quais instituições da educação e de psicologia. Diante da carência de discussão acadêmica sobre o fenômeno, este trabalho objetiva identificar e analisar críticas de entidades dessas duas áreas ao ensino remoto na educação básica. Trata-se de uma pesquisa qualitativa e documental, cujo corpus é constituído de 34 documentos, publicados entre 11 de março e 11 de maio de 2020 por seis entidades. A análise de conteúdo extraiu 143 trechos (recortes), que foram organizados em cinco categorias. Os resultados evidenciam no ensino remoto aspectos prejudiciais ao processo de ensino-aprendizagem: acesso limitado ou inexistente de alunas(os) e suas famílias aos recursos tecnológicos; precarização do trabalho das(os) profissionais; violação do direito à educação; mercantilização da educação; e esvaziamento da função social da escola. O ensino remoto foi desenvolvido de maneira aligeirada e descontextualizada, desconsiderando marcadores socioeconômicos e raciais, e promoveu a intensificação do trabalho docente e o recrudescimento das desigualdades educacionais, que se mostraram estratégias políticas e técnicas de governo. Numa conjuntura de ultraliberalismo obscurantista, são intensificados os ataques à escola pública, não sem resistência popular, democrática e libertária. Essa disputa se estende e se atualiza no contexto pandêmico. As manifestações das instituições evidenciam isso. Se todas elas apresentam elementos críticos, estes não são homogêneos e pautados nos mesmos interesses, que se ocupam ou do mercado ou dos direitos constitucionais das(os) alunas(os), suas famílias e profissionais.Universidade de São Paulo. Faculdade de Educação2024-04-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/22413710.1590/S1678-4634202450264928porEducação e Pesquisa; v. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e264928Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e264928Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e2649281678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/224137/203839https://www.revistas.usp.br/ep/article/view/224137/203840https://www.revistas.usp.br/ep/article/view/224137/203841Copyright (c) 2024 Educação e Pesquisahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTondin, Celso FranciscoBarbosa , Deborah RosáriaAraújo, Elenice ProcópioSilva , Marielle CostaSouza , Stela Maris BretasSilva , Welligton Magno daMagalhães , Deruchette Danire HenriquesAndrade, Aline CampolinaOtaciano, Fernanda de Cássia Oscar2024-05-21T22:58:20Zoai:revistas.usp.br:article/224137Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2024-05-21T22:58:20Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto Basic education during the Covid-19 pandemic: criticisms of remote teaching |
title |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto |
spellingShingle |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto Tondin, Celso Francisco Basic education Remote teaching Covid-19 Pandemic Educação básica Ensino remoto Covid-19 Pandemia |
title_short |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto |
title_full |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto |
title_fullStr |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto |
title_full_unstemmed |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto |
title_sort |
Educação básica na pandemia de Covid-19: críticas ao ensino remoto |
author |
Tondin, Celso Francisco |
author_facet |
Tondin, Celso Francisco Barbosa , Deborah Rosária Araújo, Elenice Procópio Silva , Marielle Costa Souza , Stela Maris Bretas Silva , Welligton Magno da Magalhães , Deruchette Danire Henriques Andrade, Aline Campolina Otaciano, Fernanda de Cássia Oscar |
author_role |
author |
author2 |
Barbosa , Deborah Rosária Araújo, Elenice Procópio Silva , Marielle Costa Souza , Stela Maris Bretas Silva , Welligton Magno da Magalhães , Deruchette Danire Henriques Andrade, Aline Campolina Otaciano, Fernanda de Cássia Oscar |
author2_role |
author author author author author author author author |
dc.contributor.author.fl_str_mv |
Tondin, Celso Francisco Barbosa , Deborah Rosária Araújo, Elenice Procópio Silva , Marielle Costa Souza , Stela Maris Bretas Silva , Welligton Magno da Magalhães , Deruchette Danire Henriques Andrade, Aline Campolina Otaciano, Fernanda de Cássia Oscar |
dc.subject.por.fl_str_mv |
Basic education Remote teaching Covid-19 Pandemic Educação básica Ensino remoto Covid-19 Pandemia |
topic |
Basic education Remote teaching Covid-19 Pandemic Educação básica Ensino remoto Covid-19 Pandemia |
description |
Remote teaching ensured social distancing for students and education professional during the Covid-19 pandemic, but received criticism from various sectors of Brazilian society, including education and psychology institutions. Given the lack of academic discussion concerning the phenomenon, this article identifies and analyzes criticisms made by education and psychology institutes to remote teaching in basic education. A qualitative and documentary research was conducted with 34 documents, published between March 11 and May 11, 2020 by six entities. Content analysis extracted 143 excerpts, which were organized into five categories. Results show that remote teaching is detrimental to the teaching-learning process: limited or non-existent access of students and their families to technological resources; precariousness of teaching work; violation of the right to education; commodification of education; and stripping of the school’s social role. Developed in a rapid and decontextualized manner, disregarding socioeconomic and racial markers, remote teaching increased teaching work and further expanded educational inequalities, which proved to be political and technical government strategies. Attacks on public schools increase in an ultraliberal and obscurantist context, but not without popular, democratic and libertarian resistance. This dispute is extended and updated in the pandemic context, as evinced by the institutional manifestations. Although they all present criticisms, these are neither homogeneous nor based on the same interests, with some showing concern for the market while others focus on constitutional rights. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-15 |
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.revistas.usp.br/ep/article/view/224137 10.1590/S1678-4634202450264928por |
url |
https://www.revistas.usp.br/ep/article/view/224137 |
identifier_str_mv |
10.1590/S1678-4634202450264928por |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/224137/203839 https://www.revistas.usp.br/ep/article/view/224137/203840 https://www.revistas.usp.br/ep/article/view/224137/203841 |
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Copyright (c) 2024 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2024 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
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Universidade de São Paulo. Faculdade de Educação |
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Educação e Pesquisa; v. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e264928 Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e264928 Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e264928 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
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Educação e Pesquisa - Universidade de São Paulo (USP) |
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