Ensino remoto emergencial e retorno das aulas presenciais: dificuldades enfrentadas pela comunidade escolar no Município de Carlos Gomes/RS e estratégias para amenizar a situação

Abstract

At the end of 2019, the first cases of COVID-19 began, causing a worldwide pandemic. At the beginning of the 2020 school year, schools had to interrupt their face-to-face classes and, after a few weeks, they returned with classes in the remote format, called Emergency Remote Teaching. The face-to-face return took place, in the northern region of RS, only in November 2021. Considering the impacts on learning that Emergency Remote Teaching caused during this period, the teachers sought, through dialogue with the school team, ways to analyze these difficulties, aiming to understand if the students were really learning when returning to face-to-face teaching or if it would be necessary to retake the contents. The general objective of this investigation is to understand the pedagogical actions developed by schools in order to minimize the learning difficulties demonstrated by children after Emergency Remote Teaching. The investigation is part of a Course Completion Work, from the Pedagogy course at UFFS – Erechim campus. The research was carried out in a qualitative, bibliographic and field manner. Data collection with participants was developed through forms via google. Elementary School teachers Initial Years and Final Years from two schools in the city of Carlos Gomes/RS (one municipal and one state) were invited to participate in the research. With this investigation, we sought to understand the challenges and alternatives encountered by teachers from these two schools to minimize the learning difficulties arising or accentuated by Emergency Remote Teaching and to reflect about the importance of the teacher, the school and the interaction among people.