Expansão, gestão institucional e curricular do ensino superior privado no oeste da Bahia

Abstract

In the "Distance Education" modality, the offer of activities organized in part in person and another mediated by digital technologies has been considered as "combined education", the so- called "Blended Learning" and since 2001, the Brazilian educational legislation ensures hybridization. Of presence, presence-absence and co-presence (PEREIRA, ROCHA, VICENTE, 2021). From the physical removal and suspension of classes caused by the Pandemic in 2020, "hybrid teaching" became the most usual modality in Brazilian schools and universities. Our objective is to understand the concept of “teaching mediated by digital technologies” in the work of municipal elementary schools in Palmas. Our research problem: What are the difficulties/facilities of teachers in classes mediated by analog (recorded teleclasses) and digital technologies (virtual environment) in the “Palmas Home School” program of schools in the municipality of Palmas? As a methodology, we used qualitative Documentary Research and the Content Analysis method. In our results, we put in debate/discussion the “Palmas Home School” Program, implemented in the municipal schools of Palmas. As of February 2021, early childhood and elementary school students in the municipality of Palmas began to have school activities at home with the support of a "virtual learning environment". The virtual environment is called “Palmas Home School”, whose tool provides texts, activities, videos, books and website suggestions for student learning. There is content for all grades from 1st to 9th grade, as well as material for special education. In the second half of 2020, the 76 schools started to have “teleclasses” of 15 to 20 minutes transmitted by an open 5.2 TV channel. Our Considerations reflect on the foundations of the “Palmas Home School” program, presented as “inclusive education”; “teacher training” for “teaching mediated by digital technologies” without initial and continuing training. In conclusion, we would say that the municipal government made a hasty curriculum arrangement to respond promptly to the suspension of classes, but without offering effective conditions for quality education. In addition, many teachers, to improve their pedagogical work, resorted to virtual courses and purchases of technological devices to subsidize teaching when face-to-face classes are suspended. Another factor observed, based on the information researched, is the limitation of access to digital technological resources by teachers and students linked to basic education. The analysis obtained through interviews with the teachers surveyed shows the visibility of the absence of digital technologies linked to an internet network to complement school activities at Palmas Home School.