Tecnologia como ferramenta relevante no período pandêmico na educação de Carauari-AM

Abstract

This research highlights the challenges faced by students and teachers with the abrupt transition to remote learning, exacerbated by socioeconomic inequalities and limited educational infrastructure. The main objective of this study was to analyze the impacts of remote learning in Carauari during the pandemic, with an emphasis on the use of Information and Communication Technologies (ICTs), and to identify the implications of this model for educational equity, learning quality, and the adaptation of teachers and students to this new scenario. The research was conducted using a qualitative and quantitative approach, combining document analysis, interviews with teachers and students, and data collection on the use of ICTs in the municipality. Data were collected on the implementation of pedagogical strategies, such as printed activities and WhatsApp groups, and the impact of these methodologies on student learning. The results reveal that, although remote learning was an important emergency solution, it was profoundly affected by inequality in access to ICTs, especially in rural areas. The lack of digital infrastructure and adequate training for students and teachers hindered full adaptation to the new teaching model. Furthermore, the use of printed materials and the limited use of technological platforms compromised the effectiveness of learning, especially in more peripheral areas. The study concludes that the use of ICTs was fundamental for the continuity of education during the pandemic, but it was not sufficient to guarantee educational equity. Deficient digital infrastructure and a lack of resources for the digital training of teachers and students exacerbated educational inequalities. The research suggests the implementation of public policies focused on digital inclusion and the continuous training of teachers, in order to promote a more equitable and accessible education for all.