O impacto da covid-19 nas políticas públicas de educação dos anos iniciais do ensino fundamental em Pimenta Bueno/Rondônia.

Abstract

ABSTRACT: During the years of 2020 and 2021, the world witnessed the disaster of the COVID-19 pandemic. The schools were closed due to social isolation recommendations, impacting in this way public education policies in the early years of the Elementary School. Remote teaching was a policy implemented by the Ministry of Education in response to the COVID-19 pandemic. With a focus on policies, this research has the general objective of analyzing how the impacts of COVID-19 on public education policies were perceived through the different institutional actors. The specific objectives: a) To review the state of the art in the national bibliography, the debate on disasters and responses in the educational sector, in the light of the arguments of Beck's Risk Society, its dialogue and interaction with Giddens and their reception in Brazil; b) Record and analyze based on primary sources the disaster that occurred during the epicenter of the COVID-19 pandemic, in which schools were closed and deprived children in the early years of primary school of their right to education; c) To question how social actors, representatives of institutions and those responsible for children experienced the disaster in education policies in Pimenta Bueno; d) To identify the specificities and territorial repercussions in the environment of the municipality of Pimenta Bueno during the COVID-19 pandemic, based on the discourse of the different institutional actors, policy makers for education in the Early Years. Given this reality, the main question of this research is: How are the impacts of COVID-19 perceived on public education policies in the municipality of Pimenta Bueno? This research is supported by studies of the social sciences and has as its methodological procedure the documentary analysis, descriptive qualitative research techniques, collection instruments, semi-structured interviews. In short, with secondary and primary information. The data collection was carried out in documents from federative, state and municipal entities, Transparency Portal of the Municipal Education Department, folder of the Municipal Department of Education of Pimenta Bueno. The Atlas ti-24 software was used as support for data processing. A content analysis was carried out through the triangulation between preliminary research, semi-structured interviews, documents and theoretical research with an emphasis on the sociology of the theory of risk society by Ulrich Beck and Anthony Giddens. The results of the analysis point to the expansion of Distance Education and the lack of technological infrastructure, the expansion of school inequalities and the exclusion of students in situations of economic vulnerability, the need for digital inclusion, teacher training, digital iliteracy, and the absence of public policies for the mental health of education workers. However, the results pointed out that the policies proposed for Education in the early years of Elementary School in the pandemic did not innovate in relation to what was already proposed. This context reinforces the interdependence between tisk and education, demonstrating how schools are directly affected by the crises that arise in a society marked by uncertainty and the search for more effective ways to manage and reduce these risks.