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Abstract:
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This work documents the remote teaching implemented in the first eight months of closing
schools for face-to-face classes during the Covid-19 pandemic. We turn to the case of the municipal
network of Osório, a city with an estimated population of 46,815 inhabitants, located on the north coast
of Rio Grande do Sul. Five questions guided the research: a) What was the time interval between the
suspension of face-to-face classes and the beginning of remote teaching?; b) What means were used
to transmit the classes?; c) What investments were made to enable access to classes?; d) What
classes supervision methods were used?; and e) What levels of education have been covered by
remote learning? With regard to methodology, resorted to documentary research and, in the absence
of information, data collection from the education agency, using a questionnaire. It was diagnosed that,
in the investigated municipality, the interval between the suspension of face-to-face classes and the
beginning of remote teaching was approximately one month, having been faster than the state
education network (which took more than 100 days) and the capital Porto Alegre (around 80 days).
Classes were transmitted predominantly through a pedagogical blog, Facebook, WhatsApp groups, in
addition to using printed material. As for investments (with regard to the provision of electronic devices
or broadband internet for students and teachers), these did not occur. With regard to supervision, it
was carried out by a supervisor from the Municipal Department of Education, based on a reference
matrix adapted from the BNCC, with student attendance controlled by teachers, supervisor and
advisor. Remote teaching covered early childhood education and elementary school. Even without
formalized methods, appropriate technologies and specific investments, remote teaching took place in
the municipal education network of Osório, with formal validation by the Municipal Council of
Education, for the purposes of counting for school days. |
