Ensino remoto, pandemia e desigualdade socioeconômica: impactos do ensino remoto emergencial na cultura escolar na cidade de Cajazeiras - PB.

Abstract

The covid19 pandemic impacted Brazil and the whole world. As a result, several measures to contain the disease were adopted, including social distancing, which culminated in the suspension of facetoface classes. In an attempt to contain the damage caused by the closure of schools, the educational authorities adopted the remote teaching modality, whose classes would be virtual. However, this model did not prove to be efficient in the country due to the social inequalities existing in the country, making it impossible for many lowincome students to have access to remote classes because they do not have sufficient financial conditions to have a device with quality internet. In addition, another impact of remote teaching took place in the school culture, a culture that is very specific to the school because it occurs within it. Thus, the purpose of this research is to analyze the impacts of remote teaching in the country, taking into account the issue of socioeconomic inequality that made access to education difficult for the poorest. In this regard, data will be collected on the pandemic and social inequality. Next, we will address the different theoretical perspectives on school culture. And finally, we will analyze how remote teaching has affected school culture, using oral sources, that is, teachers' reports about the experience of remote teaching during the pandemic. The main authors used in teh discussion on School Culture were: Dominique Julia (2001), Vinão Frago (1995), André Chervel (1990) and Jean Claude Forquin (1992).