Educação indígena e ensino remoto emergencial: um olhar sobre o contexto de educação na Aldeia Fulni-ô durante a pandemia de Covid-19.

Abstract

During 2019, the world suffered from the Covid-19 pandemic. The pandemic affected all areas of society, limiting the number of people in the same environment and prohibiting physical contact. With that, some protective measures were taken to reduce the spread of the virus, and it remained so for two years. One of the most affected areas was education, where there was a need to implement emergency remote teaching with the intention of reducing the impact of social distancing caused by COVID-19. In this way, there was a research interest in knowing how education took place during this time of pandemic in the Fulni-ô Indigenous Village, the people of origin of the researcher of this work. The Fulni-ô village is located in the city of Águas Belas in the interior of Pernambuco, 276 km from the capital Recife. The city has 43,686 inhabitants, of which about 6,000 are indigenous. They have their own schools and an academic calendar that is different from that of non-Indians. With that in mind, we sought to map the most critical aspects and the strategies adopted by educators so that the right to education established by law was guaranteed. For this, an online form was prepared and, with the help of the director responsible for the research field school, it was possible to highlight how education took place during this period, the challenges, positives, and negatives of emergency remote teaching for the Fulni-ô people. Initially, the research would be carried out with high school students, but due to the lack of internet access for the majority, it was not feasible. In this way, the research was aimed at teachers and, based on the form, the profile of teachers was traced, defining the time of work in the area, who was working in the classroom (72.7%) or in the school secretary (27.3%). About the internet, it was asked who of the educators had it before the pandemic. 9.1% denied having access before and, according to them, a higher percentage of students also did not have access, around 27.3%. Based on this, they were asked about the means they used to carry out their work and 18.2% said they had purchased broadband internet packages, 18.2% used mobile data or shared it with a neighbor. They were asked about their conceptions of emergency teaching and to describe them in three words. The answers that stood out were difficulty, access, and learning. Regarding the necessary adaptations, two answers drew attention: one of the interviewees created a YouTube channel to make the classes available, and others delivered the activities at the student's residence. Regarding the challenges they encountered, they mentioned the lack of access and commitment of some students and parents, the lack of resources, and their lack of preparation. This experience brought a

new learning bias to indigenous educators; they saw that nothing replaces face-to-face classes. However, despite the limitations imposed by remote teaching, they found a way to facilitate student learning, reducing the impact of emergency teaching and ensuring that the school's work was carried out in the best way.