Dificuldades enfrentadas diante da recuperação das aprendizagens nas turmas do 1º ano de ensino fundamental das escolas públicas de Cascavel Ce

Abstract

The present study investigates the difficulties faced in recovering the learning of 1st-year elementary school students in public schools in Cascavel, Ceará, in the post-COVID-19 pandemic context. The interruption of face-to-face classes and the transition to remote learning brought significant challenges to the academic development of children, especially those in the initial phase of literacy. The main objective of this work is to identify and analyze the pedagogical, social, and emotional obstacles that impact the recovery of these students' learning, as well as to propose effective strategies to mitigate these negative effects. To achieve this objective, a quantitative methodology was used, based on the application of structured questionnaires via Google Forms, directed to teachers who work in the 1st year of elementary school in public schools in Cascavel. The questionnaire questions aimed to capture the educators' perceptions of the main difficulties observed, the strategies already implemented, and the emerging needs in the learning recovery process. It is expected that the results of this study will reveal a comprehensive view of the barriers encountered by teachers and students, enabling the development of pedagogical proposals that promote a more inclusive and effective learning environment in the resumption of learning. It is concluded that the work aims to contribute to the development of educational policies and pedagogical practices that strengthen the resilience of the educational system in Cascavel, ensuring that all students, regardless of the adversities faced, have access to quality education that promotes their full academic and social development.

Date of Award	3 Jul 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Sónia Catarina da Silva Cruz (Supervisor)