Ensino Remoto: nos anos iniciais de uma escola pública de São João do Rio do Peixe-PB.

Abstract

The research sought to answer how Remote Teaching was organized in a public school in the city of São João do Rio do Peixe-PB. And it had as general objective: To analyze how pedagogical practices were organized in the early years in the period of Remote Teaching, from March 2020 to May 2021, from the evaluation of teachers regarding the use of classes during this period. And the specific objectives were: To understand how teachers evaluated the use of remote classes during the period from 2020 to 2021; Identify the difficulties and advances found by teachers to teach their classes during the pandemic; Reflect on the planning of classes in Remote Learning. The research was developed by a methodology with a qualitative approach, developed from a field research, had as instrument of data collection an interview, applied based on a script of questions. Two teachers were contacted, who agreed to carry out the interview, in a virtual way. The school of the interviewed teachers resorted to the use of Digital Technologies to continue the classes, having as main support tools the Google Meet and WhatsApp platform, a strategic plan was immediately prepared for the return in May 2020, for this return the teachers participated in training in order to learn how to use such digital tools. For students who do not have access to the internet and technological devices, printed activities were sent. The school adopted Remote Learning in order to continue its work, prioritizing student learning and ensuring access to education, which is everyone's right. Therefore, the teachers developed their classes in a playful way, a way to make the classes dynamic and interesting. Interdisciplinarity was also one of the practices used by them during the period they worked with the thematic axes. These were some of the actions developed by the school teachers during the Remote Teaching period. The school worked in such a way that students' learning was a priority, organizing itself so that those who did not have access to the internet received printed activities, offered training to teachers to work with Google Meet, worked in a collective and integrated way during the period of remote teaching.