Políticas de aprendizagem mediadas por TDICs no contexto do pós-pandemia: inter-relações na prática docente

Abstract

With the advent of the covid-19 pandemic in 2020, in-person activities in the school environment became high-risk and the use of Digital Communication and Information Technologies (TDICs) intensified, as even more: the World Health Organization (WHO) recommended isolation and social distancing, which meant that all interaction with teachers and students was only possible if mediated by digital Technologies. This thesis belongs to line 1 - Education, Public Policies and Regional Development and aims to understand educational policies based on the mediation of TDICs in learning that marked the transformations that occurred in municipal schools in Manaus after the new coronavirus pandemic. The relevance of the research is anchored in an integrative review, with the survey of productions that refer to digital technologies in education to identify points of convergence or divergence. The problem that guided the development of the thesis started from the following question: how did educational policies impact educational processes in the post-pandemic period through the mediation of TDICs and the adaptive possibilities posed by this new scenario in schools in Manaus? The relevance of the research (thesis) recognizes the role of the teacher as a reference link in the pandemic context based on the mediation of digital technologies and in the post-pandemic period it confirms presence as an essential figure in the educational process, expanding the points of convergence or divergence in the actions of students. Reference authors were chosen to deepen a dialogue with digital technologies in the pandemic context and establish connections with the theoretical framework of the research, such as: Valente (2020); Freitas and Santos (2004), Saraiva, Travesini, Lockmann (2020), Huang el al (2020), Kenski (2012), Almeida (2021), Moran (2020), Oliveira et al (2020), Freire (2002), in addition to official documents from the country and the School (MEC, CNE, BNCC, School Pedagogical Political Project), UNESCO and the OECD due to the broad protagonism of these institutions in educational policy with the covid-19 pandemic. The thesis was developed based on critical phenomenology in a qualitative approach, designs with comparative documentary data and information on public platforms. The proposal comprises four chapters: an Integrative Review chapter, identifying advances in the specialized literature; the second chapter seeks to identify the impacts of COVID-19 on educational policies and the consequences of this impact on educational systems; the third chapter discusses the advantages and limitations of digital technologies in remote care during the pandemic based on challenges and strategies; the fourth chapter aims to understand the school interrelationships that were formed during the pandemic and the challenges faced post-pandemic in mediating with digital technologies that made the insertion of the Educa Mais Manaus Program possible. The field study took place in four municipal public institutions of the Municipal Department of Education - SEMED in the south, west, central-west, and north zones, with approximately 27 teachers, 34 students, 32 parents or guardians and 02 pedagogical coordinators of DDZ Oeste/SEMED - totaling 95 participants. The research was conducted through the interaction of participants in a focus group in different schools and structured into thematic categories based on the content analysis technique (Bardin, 2016) subsidized by the analysis of the guidelines and documents guiding the educational actions developed in schools in the post-pandemic period (2023 and 2024). As a result, this work brings contributions to reaffirm the presence of the teacher in the educational process in the post-pandemic period in the interrelationships between teachers and students, recognizing the mediation of TDICs as an essential tool in pedagogical practice and understanding that education is reconfigured in the political actions of the Municipal Department of Education/SEMED Manaus.