Percepções de professoras e gestoras das escolas do campo em torno do uso das tecnologias digitais no contexto da pandemia da COVID-19.

Abstract

We live in the global context of the COVID-19 pandemic, which had isolation and physical distance as the main strategies to contain the proliferation of the disease. In the educational field, at the beginning of the 2020 school year, classroom classes were suspended and schools were closed, and all of this caused changes in the entire school organization. All over the country, we have noticed a search, by the Education Departments, for alternatives to the continuity of the educational processes, with the use of technologies, among these the mobile digital technologies, which stand out as a possibility to maintain the interactions with the employees, families, and students during the pandemic. In such context, this research aimed to understand the perceptions of teachers and school principals of rural schools about the movements triggered by students, with mobile digital technologies, to remain connected to the school in the context of the pandemic. For this, we used as an approach the qualitative research, as a method the case study, and, as devices for the production of information, interviews, questionnaires and conversations with teachers and school principals who work in rural schools in the District of Abrantes in Camaçari-BA. As a methodology for data analysis, we used the Textual Discourse Analysis. The teachers and school principals perceived that the changes imposed by the pandemic context modified the school routine, the bond with the students, the time for the delivery of the pedagogical activities and caused an increase in the workload. In the case of rural schools, where the teachers and school principals of this research work, there was an increase in educational inequality, considering that, in the context where the students were at home, the level of education and monitoring of families becomes fundamental for the continuity of educational processes and monitoring of students. In general, families in rural areas have few conditions to mediate the teaching and learning processes, either because of the lack of knowledge, lack of physical and technological infrastructure, and/or the availability of time to accompany their children during school time, as they need to work to ensure the family's survival. This research also showed the lack of training of teachers to work with networked digital technologies, the lack of working conditions for remote work, and the need for public investment to guarantee the conditions for access to education and the effectiveness of pedagogical work in times when access to digital technologies and connection is fundamental for the continuity of educational processes.