A adoção das tecnologias no ensino remoto: um legado ao processo ensino e aprendizagem de Santa Maria-DF

Abstract

The Covid-19 pandemic has spread rapidly around the world, leaving a trail of pain and uncertainty. It arrived in Brazil in the first quarter of 2020, causing around 730,000 deaths. However, it didn't just leave deaths, unemployment, inflation, evidence of social inequalities or even the government's proven inefficiency in dealing with the crisis, it left legacies in the different spheres of society. In this sense, this study sought to identify the legacy(s) left to the teaching and learning process in public primary education in Santa Maria-DF. To this end, the aim was to investigate how the planning, execution and results of public and primary education in Santa Maria-DF took place during the Covid-19 pandemic with regard to the use of DICTs. This study is characterised as qualitative and is structured in Multipaper format, presenting five studies: i) the first is bibliographical and documentary, which sought to collect data on the Covid-19 pandemic and its effects on the educational process, as well as current legislation. This made it possible to understand the difficulties and challenges faced by the entire school community in the Federal District in relation to the use of DICTs in the teaching and learning process during their use in Emergency Remote Education (ERE). It was then realised that the implementation of technology-mediated teaching has been detrimental to local education; ii) the second study (bibliographical and exploratory) aimed to: investigate the teachers' training process with regard to the use of TDIC's in the classroom in order to contribute to the teaching and learning process of the students, having evidenced the urgent need to offer technological training to teachers and that TDIC's can and should be considered facilitators in the teaching and learning process; iii) the third (bibliographical) study aimed to identify a possible legacy left by the Covid-19 pandemic to Brazilian primary public education, where numerous tools used by educators in the ERE were listed, however it was evidenced that a large part of these were no longer used at the beginning of the post-pandemic period, the training and learning acquired by education professionals and the incorporation of technological resources into the assets of the teaching units were presented as a legacy; iv) the fourth (empirical) study sought to identify whether the written language used by 5th grade primary schools students was influenced by the use of internetese as a result of the increased use of social networks during the pandemic. It was found that internetese should be classified as a linguistic variation, that the vast majority of students know it and use it on social networks, but that they are able to differentiate the right time to use it; v) the fifth study sought to identify with the school community the legacy(s) left by the Covid-19 pandemic on the teaching and learning process of primary school students in Santa Maria-DF. A qualitative empirical study was carried out using three questionnaires. It was possible to identify positive and negative legacies. The positive legacies include the expansion of access to DICTs in teaching and in the social life of the school community, the need for teaching that is better adapted to new realities, that the ERE has led to an increase in family participation in students‘ school life, that students’ autonomy in developing research and carrying out school activities has increased, that the importance of the role of education and educators in the growth/strengthening of society has been recognised, that teaching mediated by DICTs has led to an improvement in the quality of Internet services, and finally, hygiene practices were reinforced in society as a whole. With regard to the negative aspects, the following were highlighted: the increase in social inequalities, the precariousness of teaching work, the increase in school dropout rates, especially among disabled students and those who are more vulnerable; the lack of training for SEEDF teachers in relation to the use of DICTs, and the gap in student learning.