As relações escolares intersubjetivas no ensino remoto durante a pandemia da covid-19 em Santa Catarina: uma análise com base na perspectiva histórico-cultural

Abstract

This reserch focuses on the pandemic period and the scenary that education lived from March 2020 to April 2022. Based on this, the main purpose of this study, situated in Applied Linguistics, is to explain, according to historical-dialectical materialism, the implications initiated by the configuration of non-face-to-face classes in intersubjective relationships. Under this approach, this research was structured to answer the following central question: “Based on the context created by the pandemic caused by the SARS-CoV-2 virus or the New Coronavirus and its impacts on basic education, what are the implications of non-face-to-face classes, in the case of a “Polo” School from the public school system in Santa Catarina, in the intersubjective relationships that are established in the essence of the didactic-pedagogical process?”. From this direction, we first tried to characterize analytically the context of non-face-to-face classes in the state public school system in Santa Catarina, in order to understand the conducting of the Ministry of Education and the Santa Catarina Secretary of Education. With all of it, we tried to identify the types of intersubjective relationships that are established with this unconventional teaching guided by remote classes. This way led us to the unveiling of the first adjacent question: “How is characterized the context of non-face-to-face classes in the state public school system in Santa Catarina and what are the pedagogical guidelines established within a “Polo” School?” After that, the investigation was directed to explain the intersubjective relationships caused in this peculiar educational locus, reflecting on the implications generated by it, in order to answer the adjacent question that concludes this empirical search: "What implications can be deduced from this conducting of the intersubjective relationships established in the context of non-face-to-face classes, in a “Polo” School of the public education system in the state of Santa Catarina, for the teaching-learning process?”. Thus, four stages were done: documental and bibliographic research; participant observation; interview; data analysis. Through this way, the results point out that the pandemic social context brought implications for the dynamics of interactions between teachers and students: face-to-face social relationships gave way to virtual relationships; the contact with the other was evidenced in a restricted way and with less time and affective bonding; interactivity did not occupy the same dimension made capable by physical contact in the classroom; the language was adapted to the virtual platforms that intermediated the educational relations; families and homes had to adapt; routines have changed; teachers have been taken out of their comfort zone, and many schoolteachers do not have the necessary knowledge and adequate investment to accompany this change yet. In this sense, a scenary as disturbing as that of the pandemic came out significantly complex teaching-learning processes in educational instances, with implications for the training path of all the social actors involved.