Atuação e formação docente na educação básica diante da pandemia da Covid-19 : um estudo de caso na perspectiva decolonial

Abstract

This dissertation is a qualitative research about the performance and training of teachers in Basic Education in the face of the Covid-19 pandemic: a case study in the Decolonial perspective. The problem addressed in this research was to analyze how the Decolonial perspective can constitute horizons for teaching in Basic Education in the face of the challenges and possibilities from the pandemic. The general objective was to analyze the challenges and possibilities of teaching in Basic Education, in the Municipal Public Network of Caxias do Sul, in times of the Covid-19 pandemic, from possible horizons of the Decolonial perspective. Among the specific objectives, the aim was to characterize education in the face of the impacts caused by the Covid-19 pandemic; recognize in theoretical studies some of the contributions that decoloniality can offer to the improvement of teacher training, pointing out possibilities from the decolonial perspective for teacher training from the Covid-19 pandemic period; to investigate public policies for the continuing education of teachers in the Municipal Public Network of Caxias do Sul, in the decolonial perspective before and during the pandemic, as well as to point out possibilities for Basic Education in the Municipal Public Network, in the sense of carrying out the teaching work during the pandemic and post-pandemic period. Reconstructive Hermeneutics was the methodological conception that guided this research, which is anchored in the dialogue and speech of teachers and is based on the expression of the lived experience from the period of the Covid-19 pandemic in the year 2020, considering as a context the educational environment. A Case Study was carried out in a school in the city of Caxias do Sul/RS; it was decided to work with the construction of data that would be analyzed from a semi-structured questionnaire made available through Google Forms® and with Dialogue Circles. The research corpus was approximately 40 teachers who made up the staff of the analyzed school. In the questionnaire stage and, later, for the Dialogue Circles, three groups of teachers were organized: one of the groups was composed of the school management team and sectors. The other group was organized with the participation of teachers from specialized areas, such as Physical Education, Arts, History, Geography, Mathematics, among other subjects. Finally, one of the groups was formed by teachers seen as a reference for each class, who work from Kindergarten and/or Early Years of Elementary School to 5th Year. Three major categories were analyzed, among them: Characterizing education in the face of the impacts caused by the Covid-19 pandemic; Continuing training of teachers from the Municipal Public Network of Caxias do Sul, during the pandemic; and Possibilities for Basic Education, from the Municipal Public Network, in the sense of the effectiveness of teaching work from the period of the pandemic and post-pandemic. This investigation is based on a decolonial perspective, having as main authors Paulo Freire, Catherine Walsh, Enrique Dussel, among others. The results found point to an increase in the overload of teaching work from the period of the Covid-19 pandemic, which, in some cases, can even converge to the illness of these subjects. In addition, there was a need for basic education institutions to have clear policies regarding the confrontation of the impacts of Covid-19, as well as to invest in reducing the bureaucracy of teaching and in pedagogical training that, in addition to other important factors, prioritize the dialogue and appreciation of teaching subjects. [resumo fornecido pelo autor]