Os dilemas do ensino remoto no segundo segmento do ensino fundamental: perspectivas discentes

Abstract

With the pandemic of the new coronavirus, all school dynamics had to be modified, entering into a remote education model, even if in an emergency. This work aims to understand the relationship between remote education and the deepening of social inequalities, as well as, from the student perspective, to know how those who carried out activities at a distance perceived their progress and evaluated their participation in these tasks. For this, we support ourselves in the work of Bourdieu (1998), who mentions that class inequalities are reproduced in education. Pischetola (2019) and Barreto (2012) also theoretically support our research, contributing to the understanding that digital exclusion can be present even if the student has a mobile phone. The study has a predominantly qualitative methodology, but with quantitative nuances, since we work with a questionnaire answered by 20 students from the municipal school system of Rio de Janeiro. This is the first stage of a broader study and the initial results point to an increase in existing social inequalities, as well as the need for change in the way technological artifacts are seen in the educational environment.