Planejamento: mudanças e permanências do ensino presencial para o remoto no período da pandemia da Covid-19

Abstract

The present study was carried out based on the discomfort of the researcher in her professional role as a pedagogical coordinator in basic education. She noticed the need to invest in the teacher with regards to the elaboration of planning in order to ensure an awareness of the choices that guide the work, according to a teaching conception, making it clear the reason behind pedagogical practices aiming for a libertarian and an emancipatory education. This discomfort arose again during the Covid-19 pandemic, when there was a need to adapt planning, that had originally been thought for considering classroom teaching, to remote learning. Therefore, the research question that arose: For a group of middle school teachers, how was the transition process from presential classes to remote learning in relation to planning? As a general research objective: To identify and analyze the reflections and changes elaborated by middle school teachers in relation to their planning in the transition process from classroom activities to a remote learning environment. Specific objectives were based on aspects such as changes and what could continue in the planning, difficulties encountered in re-planning and where it was possible to seek support in order to make the adjustments. For the theoretical foundation, the researcher used different authors: Dewey (1978), Freire (2019), Imbernón (2000, 2011), Hargreaves (2004), Rios (1992, 1998, 2010); for planning: Farias et al. (2011), Fusari (1998), Libâneo (2013), Wiggins e McTighe (2019) and for questions related to contemporary education: Almeida e Placco (2012), Meirieu (2006) e Weisz (2011). The research was based on the participation of 6 middle school teachers, with different academic backgrounds and teaching experience, in a private school, grades 1 to 12, located in the capital of São Paulo. The data was collected through group discussion. Data analysis was inspired by the Prose Analysis approach (ANDRÉ, 1983) and resulted in three categories. 1 - Reflections on planning; 2 - Facilitating and challenging aspects in the re-elaboration of planning and 3 - Teaching strategies. The analysis of the results, revealed a continuation of traditions and habits that prevents the development and practice of critical and emancipatory pedagogy. These aspects to be, terminated either in the teacher’s initial, or throughout their teaching career, during training processes which the teacher undergoes. There is an intention and desire for a practice that offers the student an emancipatory learning process, but there isn’t clarity, in a constant and organic way, on how to do it, generating methodological practices, which are often instrumentalized. It is understood that, in a teacher's process, planning is an important written document for participation and reflection upon the teacher’s role and performance. The planning makes it possible to invest in teacher training, on what is intended and what, effectively, develops in the classroom.