Práticas docentes para enfrentamento de desigualdades educacionais em uma escola estadual de ensino médio do município de São Leopoldo/RS no contexto pandêmico

Abstract

The COVID-19 pandemic and social isolation have served as magnifying glasses and have accentuated social inequalities, so that those who found school to be a public space with opportunities for all have found themselves practically isolated from any kind of access to education. The contemporary scenario of education in Brazil was already shaped by numerous crises and demands in the context prior to the pandemic. In view of this, this research deals with teaching practices in the post-pandemic period to address the educational inequalities of students. The overall aim of the research is to understand teaching practices in post-pandemic times and their relationship with tackling educational inequalities among students at a state secondary school in São Leopoldo/RS. The specific objectives are: to identify teaching practices before, during the pandemic period (2020/2021) and post-pandemic, specifically in the year 2022; to map teachers perceptions of the relationship between their practices and the influences on students school trajectories; and to analyze teaching practices and their perceptions in the light of the literature. The theoretical framework includes the concepts of "teaching practice" and "school success and failure" from the point of view of various classic and contemporary authors. The dissertation sought to answer the following research question: what are the relationships between teaching practices and tackling the educational inequalities of high school students in the post-pandemic period (2022) in a state high school in the municipality of São Leopoldo? To answer this question and its objectives, a qualitative study was carried out, more specifically a Case Study, with the production of a State of Knowledge, the application of a questionnaire and interviews with teachers. The methodology used in this research begins with the Literature Review inspired by the State of Knowledge; the choice of the Case Study method through a questionnaire with teachers and reflective interviews with the same teachers. The analysis of the results obtained by the research instruments was based on Content Analysis, which found that the teachers surveyed did not change their teaching practices after the return to face-to-face classes in the post-pandemic period. Teachers had to worry about various factors such as implementing applications for remote classes and student connectivity, leaving the development of qualified teaching practices in the background. When teachers returned to face-toface classes, they had to deal with students with emotional problems and "addictions" to the misuse of digital technologies. The training offered by managers was insufficient and training based on the experience of the pandemic did not take place in any substantial way. Teaching practices, along with socio-economic factors, among others, are related to educational inequalities, but there is a need for good initial and continuing training for teachers and for education to be valued by the public authorities, which need to take responsibility for the tools so that teachers can carry out their practices with quality, without professional overload.