Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Araujo, Andrea de Sousa
 |
| Orientador(a): |
Teixeira, Rosiley Aparecida
|
| Banca de defesa: |
Teixeira, Rosiley Aparecida
,
Silva, Ana Paula Ferreira da
,
Roggero, Rosemary |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Mestrado em Gestão e Práticas Educacionais
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/3119
|
Resumo: |
In 2020 the reflexes of the COVID 19 pandemic were felt in all parts of the world. The need for social isolation to mitigate the spread of the virus led to the suspension of face-to-face classes and, consequently, the implementation of a teaching model that required teachers, children and their families, new times, spaces, means and ways of teaching and learning. The face-to-face distancing from the school environment led children and adolescents to continue their studies at home and showed, in many cases, how families perceive differently the teaching-learning process, perhaps because they are away from the school environment and learning strategies currently proposed. Remote education has become the only option so that learning rights are not suppressed at the most critical moments of the pandemic. By following more closely the routine of their children's studies, the families had to review concepts and appropriate the methodologies disseminated in the 21st century. The dynamics of interaction and communication between the family, the child and the school changed dramatically during the pandemic period, which may have caused estrangement or approximation. Knowledge about the use and access to new educational technologies has become essential for maintaining the bond between school and family. Many family members found themselves responsible for monitoring the development of their children's school activities and were overwhelmed with the new demands. In this context, we ask ourselves: did families need to reorganize the family routine to meet school demands in the pandemic period? Therefore, the general objective of this research is to understand if (and how) the family nuclei, which had, in their composition, children of school age and who had similar family background and resided geographically in relatively close territories, needed to reorganize the routine experienced in the to meet the demands of remote teaching, which previously placed demands on the family of school competence. Therefore, in the present study, the reorganization of family daily life was chosen as an object for the continuity of children's learning in times of a pandemic. The mothers of children from three family groups, enrolled in public Basic Education schools located in the municipality of Santo André, in the metropolitan region of the state of São Paulo, became the interlocutors, since they were the ones who mediated the teaching and learning process during the period of remote teaching. As specific objectives we intend to identify what were the adjustments made in the family daily life from the suspension of classroom classes and the beginning of remote education and to verify what were the tactics used by families to adapt the times, spaces, means and ways of learning to adapt to the new study routine. The research methodology, of a qualitative nature, used the biographical interview as a data collection instrument, analyzed through sociological portraits, whose concepts were elaborated by Lahire (1997, 2004). Using public documents, through the access to information law, available on websites and digital platforms, such as laws, resolutions, guidelines and regulations, both from the Secretary of Education of the State of São Paulo and the Municipal Secretary of Education of Santo André, we collected data to discuss the pedagogical strategies formulated by the government, in an emergency, to fill the gaps caused by the absence of face-to-face classes. The results of the empirical process allowed us to prove that families needed to readjust daily practices from the suspension of face-to-face classes and organize tactics that were configured with the beginning of remote teaching according to the different ways of doing it. |
