Desigualdades no acesso digital e educação: alternativas geradas nas escolas públicas durante necessidade de ensino remoto

Abstract

This study proposes to analyze the work done by High School teachers from the public state school system in Paraná during the need to use Remote Emergency Teaching – ERE Covid-19 in light of the Covid-19 pandemic. The study, a theoreticalempirical diagnosis had the following question as a guide: How was the experience of teaching young students in different realities, each one being in their own homes? For this, in this dissertation, we sought to understand the history of social inequities in Brazil, the process of city development, and the neoliberal interests involved in school reforms in the last years. To research alongside the teachers, we went back to the sócio-historical aspects of teaching work in Brazil and the specific characteristics of their precariousness in the state of Paraná. Since the solutions for the ERE came from the State Department for Education – SEED-PR and involved the increased presence of Information and Communication Technologies – TICs in the didacticpedagogical process, we registered public policies prior to the pandemic, which aimed at increasing the use of TICs at schools, and due to social inequalities in our country, we analyzed aspects of digital exclusion that affect part of the students. Our objective with the semi-structured interviews was to investigate the specificity of the procedures adopted by the teachers, taking into consideration the different realities researched, and to register the problematic experiences lived during the ERE. We interviewed eight teachers in 2022, being that half of them worked on the outskirts of the city, while the other half at a downtown school. We realized that the core problem for all of the teachers was in talking to the students during the ERE, turning into a much bigger problem for the schools in the outskirts researched since the majority of students didn’t have access to the TICs, and só participated with printed activities and had restricted communication with their teachers. The post-pandemic situation requires new ways of resistance in educational policies, searches for better careers for education workers, and suiting the technological tools for the schools’ contexts.