Formação de professores, tecnologias e inclusão social : as práticas pedagógicas em contexto de pandemia no ensino médio no município de Manacapuru-AM

Abstract

This research addresses pedagogical practices in emergency contexts and the impacts of government actions on promoting inclusive education during the COVID-19 pandemic. The main focus is to understand how the pandemic period, from 2020 to 2022, influenced pedagogical practice and the educational training processes, considering the identity, social, and historical aspects of the researched subjects, specifically in the state network of Amazonas, in the municipality of Manacapuru. The goal is to identify the impacts of the pandemic on the development of school education and teaching practices. To this end, the study begins with knowledge of public policies, government regulations, and historical characterizations that frame the pandemic period and its implications for teacher training and the development of the teaching-learning process. It analyzes the construction of pedagogical practices and teacher training for action in virtual environments and how this reflects on Basic Education in Manacapuru. The research identifies, from the teachers' perspective, the impacts of the integration of technologies in the daily classroom routine and in pedagogical practice during the COVID-19 pandemic. It also demonstrates the transformations that have occurred in promoting equitable, democratic, and accessible education due to the pandemic. To support the analysis, we consider theorists such as Costa (2021), who discusses the period of social isolation and the preceding regulations; Saviani (1999), who understands education from its political capacities; Brito, Rebelo, and Teixeira (2021), who explore the perspectives of education in vulnerable contexts in the Amazon; and Libâneo (2006) and Mizukami (2002), who provide a reflection on the formative process and teaching thought. Other authors, such as Marx (2011) and Kosik (1969), are used for a critical historical materialist perspective and the concrete totality, while Bardin (2016) contributes to the content analysis of the collected data. Documents from the Secretaria de Estado de Educação (SEDUC-AM) are also used for the purposes of applicability and documentation of the methodological learning actions implemented during remote teaching. The data collection instrument was the interview with semi-structured questions, conducted with high school teachers who experienced remote teaching during the pandemic. The research locus is the municipality of Manacapuru. The study identified, based on the teachers' statements, the diversity that the Amazonian space offers. Consequently, the policies and actions that influenced the remote teaching process were disparate and presented unique gaps, identified both in the macro context, in rural regions, and in the micro context, such as in homes and schools, where socioeconomic relations appeared differently. Thus, the pedagogical practice was affected and modified, considering the emergency and sociocultural environment of the spaces and the subjects researched. Keywords: Teacher Training; Pedagogical Practice; Rural Education; Educational Technology; Social Inclusion.