CARVALHO, L. A. V.; http://lattes.cnpq.br/4253768522757311; CARVALHO, Luara Almeida Veríssimo.
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.