Pandemia, ensino remoto e equidade

: análise exploratória dos impactos nas aprendizagens

Abstract

In the post-pandemic phase, it is essential to analyse the impacts of emergency remote teaching on student learning, in light of the assumption that “there is nothing new, but everything has changed” (Nóvoa, 2022, p.1). This study aims to analyse and understand the innovative practices by educational actors (principals, teachers and students) and to identify the impacts of the use of new technologies on the learning of students of the 2nd Cycle of Basic Education, in view of the new modality of remote emergency teaching, in a sample of clusters of innovative Portuguese schools. More specifically, We intend to understand how learning was carried out during the biennium of 2019 / 2020 and 2020 / 2021, within the scope of public policies and pedagogical strategies, seeking to infer the effects on the constraints, and the perceptions of school results using the [Plan Learning Recovery Program 21/23 Escola +], which provides priority means and resources on more flexible areas of action, trying to minimize the negative impacts of this period on the lives of thousands of students, with a view to success, inclusion and citizenship . We intend to understand how schools are organized, in light of the perspectives and theories advocated by scholars such as: (Moreira & Schlemmer, 2020), Figueiredo (2022), (Alves, 2020a), (Alves & Cabral, 2021), (Nóvoa & Alvim, 2021a) through the cultural incorporation of technologies in curricular practices, The study is carried out in classes of the 2nd Cycle of Basic Education in three contexts of public schools in Portugal. This is a multiple case study, of an instrumental nature, based on the interpretative paradigm and whose relevance allows obtaining relevant results for decision-making on educational policies. The stratified sample included class directors, teachers and students selected for convenience. Data were collected during the years 2022 and 2023, through semi structured interviews, discussion groups focused on teachers and students, direct observation, document analysis and questionnaire survey. Data were analysed and planned in the light of technological, organizational, cultural and didactic pedagogical transformations, presented by Figueiredo (2022). Preliminary results point to multiple challenges and student learning losses, subject to the specific actions of Plan 21|23 School+, which provides for a cultural change of models, and innovative perspectives for the 21st century school (Carvalho et al., 2021).

Date of Award	22 Apr 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Diana Mesquita (Supervisor)