Desafios da mediação docente nos anos iniciais durante a pandemia causada pela covid-19 em 2020

Abstract

This research aimed to analyze how teachers from the early years of elementary school at schools in the city of Chapecó, Santa Catarina, mediated the school learning process in the pandemic context. The focus was on the experiences of a group of 6 teachers who, in 2020, worked in the first two years of schooling at schools in the municipal, state, and private education systems of the city of Chapecó, Santa Catarina, and despite the changes imposed by the pandemic condition, continued their teaching activities, having to deal with the new reality in operation. The methodological option was the qualitative research approach, using the Focal Group technique, developed through the Cisco Webex Meetings virtual platform. For data collection, one meeting was held a week, for 15 working days, lasting 1 hour and 30 minutes each meeting. The dialogues were transcribed and organized into emphasis axes. To theoretically support the studies, an approach to the cultural-historical perspective, especially to Vygotsky’s studies, allowed the definition of three analytical categories – mediation challenges, teacher learning, and pedagogical strategies – which served as lenses to understand the researched process. Thus, it was found that mediation and learning were compromised in several aspects, such as quality, equity, access to the necessary means, whether technological resources or pedagogical didactic.