Education in exceptional times and perspectives for the new basic education scenario
DOI:
https://doi.org/10.18675/1981-8106.v34.n.67.s16948Keywords:
Social Representations. Basic Education. Covid-19.Abstract
This research aimed to know the social representations about Education in the period of the Covid-19 pandemic from the perspective of Basic Education teachers who work in the Initial Years of Elementary School and to understand the challenges and perspectives of changes in the educational scenario from the perspective of reported experiences. The investigation was guided by the Theory of Social Representations, developed by Serge Moscovici, in its procedural approach, by its ability to condense information, values, beliefs and perceptions. The main data collection strategy was the focus group, as it facilitated broad discussion among multiple participants. Content analysis was used, as proposed by Laurence Bardin. The following categories were identified: challenges of Education and changes in Education. They gave rise to the following subcategories: anxiety, inequality, resignification of practices and curriculum. The results make it possible to contribute to the debate about Education in times of exceptionality and to discuss new perspectives for the Initial Years of Elementary School, so that they meet the needs of the current educational scenario.
References
BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2011.
CASTRO, C. R.; CASTRO, M. R. Metáforas no processo de objetivação de representações sociais. Psicologia & Sociedade, Belo Horizonte, v. 30, e159429, p. 1-11, 2018.
COSTA, C. C.; MAIA, H. Formação pedagógica: o que revelam os cursos de Letras. Revista Educação e Cultura Contemporânea, v. 15, n. 41, p. 84-102, 2018. Acesso em: 20 fev. 2022.
COSTA, C. C.; MAIA, H. Formação pedagógica no curso de pedagogia: indefinições e desafios. Revista Política e Gestão Educacional, v. 24, n. 2, p. 631-649, 2020. Disponível em: https://periodicos.fclar.unesp.br/rpge/article/view/13772. Acesso em: 20 fev. 2022.
COUTO, E. S.; COUTO, E. S.; CRUZ, I. M. P. #Fiqueemcasa: educação na pandemia da COVID-19. Interfaces Científicas, Aracaju, v. 8, n. 3, p. 200-217, 2020. Disponível em: https://periodicos.set.edu.br/educacao/article/view/8777. Acesso em: 21 maio 2021.
GATTI, B. A. Grupo focal na pesquisa em Ciências Sociais e Humanas. Brasília: Líber Livro Editora, 2005.
IBGE. Pesquisa Nacional por Amostra de Domicílios. PNAD Educação 2019: Mais da metade das pessoas de 25 anos ou mais não completaram o ensino médio. Instituto Brasileiro de Geografia e Estatística (IBGE). Rio de Janeiro. 2020. Disponível em: https://agenciadenoticias.ibge.gov.br/agencia-sala-de-imprensa/2013-agencia-de-noticias/releases/28285-pnad-educacao-2019. Acesso em: 23 maio 2021
MAZZOTTI, T. B. Metáfora: figura argumentativa central na coordenação discursiva das representações sociais. In: CAMPOS, P. H. F.; LOUREIRO, M. C. da S. (org.). Representações sociais e práticas educativas. Goiânia: UCG, 2003.
MOSCOVICI, S. A Psicanálise, sua imagem, seu público. Petrópolis, RJ: Vozes, 2012.
OLIVEIRA, H. S. J. (org.). Educação Matemática em Ação. Curitiba: CRV, v. 1, p. 45-60, 2022.
SARAIVA, K.; TRAVERSINI, C.; LOCKMANN, K. A educação em tempos de COVID-19: ensino remoto e exaustão docente. Práxis Educativa, Ponta Grossa, v. 15, p. 1-24, 2020. Disponível em: https://www.revistas2.uepg.br/index.php/praxiseducativa. Acesso em: 22 maio 2121.
TODOS PELA EDUCAÇÃO. Nota técnica: Ensino a distância na educação básica frente à pandemia da COVID-19. São Paulo, abril 2020. Disponível em: https://docplayer.com.br/184349027-Ensino-a-distancia-na-a-educacao-basica-frente-a pandemia-da-covid-19.html. Acesso em: 22 maio 2021
WINTHROP R. COVID-19 and school closures: What can countries learn from past emergencies? Brookings Institute. Disponível em: https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countrieslearn-from-past-emergencies. Acesso em: 20 maio 2021.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party 
This work is licensed under a Creative Commons License
