A política educacional, o trabalho docente e os recursos tecnológicos nas aulas não presenciais em uma escola pública municipal de Manaus

Abstract

This monograph is the result of a bibliographic, documental and field research, carried out in a school of the municipal education system of Manaus on the theme The Educational Policy, the Teaching Work and the Technological Resources in Non- Presential Classes. The general objective was to analyze the relationship between the educational policy in the context of the Pandemic and the challenges of the teaching work with the use of technological resources in the non-presence classes of the Elementary School. And as specific objectives: to understand the theoretical and legal assumptions about the use of technological resources in non-presential classes; to identify the didactic-methodological orientations given to the teachers of the municipal education system in relation to the Home Classroom Project as a non-presential class system; to know the application of the Home Classroom Project as a technological resource in the context of the Pandemic, observing the teacher-student interaction. The theoretical basis was based on nationally renowned authors, including Boaventura de Sousa Santos (2020); Lucélia Bedra (2014); Érika Dias and Fátima Cunha Ferreira Pinto (2020); Arilda Schmidt Godoy (1996), and Menga Ludke (2014). The methodological procedures relied on the phenomenological method, with a qualitative approach that guided us to the use of participant observation during the remote classes. Documentary research focused mainly on: Federal Constitution (1988); Law of directives and Bases of National Education - LDB nº 9.394/96; Ordinance nº 188/2020; Opinion nº 5/ 2020 - CEB/CNE; Provisional Measure nº 934/2020; Ordinance GS Nº 311/2020; Pedagogical Guidelines for the Special System of Non- Presential Classes and Technical-pedagogical Guidelines/2021. In the results we can see that there will be more questions than answers, in the sense that they refer to a reflection of everything that happens at school with the theories studied. We conclude that research is a continuous exercise that leads us to an evaluation and questioning of educational policies and teaching practices, seeking improvement between what is said and what is done in the classroom.