Brazilian Public Schools and COVID-19: a picture of an asynchrony between technology and teaching practices

Autores

  • Ana Carolina Carius Universidade Católica de Petrópolis

DOI:

https://doi.org/10.53660/CONJ-507-704

Palavras-chave:

Teaching practices, Technological tools, Closure of schools, Remote education, Digital culture

Resumo

This paper analyzes the process of preparation of Brazilian schools in terms of technological infrastructure, considering that these schools were not, for the most part, prepared for the use of technological tools during the so-called remote education due to COVID-19 pandemic. In addition, the predominant remote pedagogical practices at the national level were evaluated and how difficulties inherent to this process were overcome. As a research methodology, a literature review was carried out focusing on Brazilian remote education experiences, in addition to quantitative infrastructural analysis, based on data from School Censuses (official data from the federal government) for the years 2019 and 2020. Concludes that there was investment in digital technology in Brazilian schools during 2020 and that pedagogical practices in the same year were conducted empirically, from different realities, observing the individual commitment and interest of students, families, teachers, and managers, it is still necessary to work hard so that digital culture is part of the educational environment.

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Referências

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Publicado

2022-01-20

Como Citar

Carius, A. C. (2022). Brazilian Public Schools and COVID-19: a picture of an asynchrony between technology and teaching practices. Conjecturas, 22(1), 475–489. https://doi.org/10.53660/CONJ-507-704

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