O que pode a educação em tempos de pandemia? Um estudo de revisão sobre o ensino remoto entre os anos de 2020 e 2022

Abstract

The aim of this research is to comprehend the phenomenon of Emergency Remote Teaching (ERT) within the realm of scientific knowledge, taking into account the roles played by digital information and communication technologies (DICTs), as well as their limits and possibilities in shaping education during the pandemic period. It is a qualitative study (Gil, 2008), with a bibliographic nature incorporating elements of a systematic literature review (Okoli, 2019), and data analysis grounded in the principles of content analysis (Bardin, 2021). To understand ERT, the research focused on academic knowledge produced and published on the subject in the Brazilian context between 2020 and 2022. The theoretical framework of the research engages with studies and authors from fields of education, digital culture, and their interfaces (Nóvoa, 2022; Gatti, 2020; Selwyn, 2011; 2013; Facer and Selwyn, 2021). In terms of results, the research revealed: 1) Semantic profusion in the process of naming and characterizing educational modalities implemented in response to the pandemic crisis, with researchers making efforts to distinguish ERT from niches like distance education while drawing on theoretical and methodological elements from e-learning and blended learning; 2) Official documents (resolutions, ordinances, and decrees) at the federal, state, and municipal levels both helped standardize teaching activities in the context of social isolation and generated conflicts expressed in the realm of legal uncertainty and the legality of ERT, the use of technologies for the target audience of early childhood education, the lack of clear didactic and administrative guidelines for implementing ERT, and the efficiency of the state in ensuring material, organizational, and financial conditions for the full compliance with new regulations; 3) In terms of teaching strategies and techniques, activities to familiarize with and for the use of technologies, new dynamics of interaction between school and home spaces, recording and production of data on learning processes, active search for students, reconfiguration/expansion of teachers' didactic repertoires, and the establishment of partnerships between schools and the community for the distribution of activities and content stand out. Finally, at least in the core of academic discourse, there is a trend towards increased public and private investment in the integration of digital culture into education in the (post)pandemic scenario.