A perspectiva sociológica sobre os impactos da covid-19 nos 3° anos do ensino médio regular em Pedra Preta-MT

Abstract

This research, of a qualitative nature, was conducted with students enrolled in the classes of the 3rd years of regular High School, in the year 2022, of the State School “13 de Maio”, in Pedra Preta-MT. The general objective of the research was to investigate sociologically the impacts of Covid-19 on the teaching and learning process of students, for this it was proposed to analyze and demonstrate the changes in the school reality, generated by the health crisis with the interruption of face-to-face teaching and the descriptive record of the implementation of emergency remote teaching, between the years 2020 to the end of 2022. For this, the following specific objectives were established: to analyze education and non-face-to-face teaching in public schools from a sociological perspective; identify the guidelines and methodological proposals determined by the State Department of Education of Mato Grosso in the midst of the crisis; and to investigate the trajectories and perceptions of students in this context. Soon, the following research problem developed: did the measures to cope with the Covid-19 pandemic interfere in the teaching and learning process of students? The data collection was based on three techniques of investigation of the empirical universe of social research: self-applied questionnaire, interviews and participant observation. The official information of access to the Microsoft Teams Platform was consulted in the Transparency Portal of the Government of the State of Mato Grosso, the results of the diagnostic evaluations in the Integrated System of Educational Management (SigEduca). The performance in the external evaluations was extracted from the Evaluation and Monitoring Platforms CAEd and Plurall, other information originates in the documents and records of the School Unit, as well as in the Municipal Secretary of Health of Pedra Preta-MT and in the monitoring of Covid-19 by Fiocruz. The research revealed, in general terms, the blindness with regard to educational inequalities, which particularly condemns students in disadvantaged conditions, that is, those who by disadvantaged situation are in a situation of vulnerability and live negatively the consequences of social inequalities. The context of the health crisis has shaken several aspects of the social life of those involved, which may have directly potentiated school disengagement with the transfer of the traditional teaching model to emergency remote teaching. It is concluded that those impacted by the pandemic negatively affected the learning of these students. The rise of the new model (remote teaching), as a rational and reasonable implementation project, ended up only serving a restricted fraction of students, and, in a certain way, became a fictitious experience for those who, to a certain extent, do not have the full disposition and resources required of school reason to obey the application of the proposed model.