Padronização de currículo e escapes do professor de matemática em uma escola do campo durante a pandemia de COVID-19

Abstract

Due to the Covid-19 pandemic, several adaptations were made in public and private school networks across the country due to the risks of disease dissemination. In the Paraná state school system, a sameness was made, so that the subjects were determined by the State Secretariat of Education and Sports of Paraná (SEED-PR) and should be followed by all of teachers, regardless from the conditions and needs from students in each context. In view of this, the purpose of this research was to understand how the program of studies imposed by SEED-PR during the Covid-19 pandemic outcome to the mathematics teachers in rural schools. From the qualitative analysis of four interviews, we achieve it, on the one hand, the imposition of a sameness pedagogical planning and the obligation to enjoy synchronous virtual classes, even if students had no access to it, with the random presence of people from outside the school, characterized a surveillance system - typical of the disciplinary society. On the other hand, the use virtual platforms to conduct classes and record the activities developed in class implied to the perception that there was always a virtual and dispersed observer – typical of the control society. In addition to these consequences in the face of the standardized curriculum, the teachers looked for, through specific actions to went around to the problems to recognized from the context of the students rural at the rural school, such as the lack of access to the internet, has difficulties communication and learning with the almost exclusive use of printed handouts. The dissertation also includes the educational product resulting from this research: a book consisting of letters from a fictitious teacher to multiple recipients, telling her reality in a rural school in times of pandemic, presenting how she deals with the difficulties related to curriculum and the changes in her daily lives.