Desafios docentes na EJA do ensino fundamental I: a utilização das tecnologias digitais durante a pandemia da Covid-19 em 2020 e 2021

Abstract

This research, qualitative with a case study methodological approach, sought, through semi-structured interviews, to identify the difficulties in the teaching practices of three educators and one educator who taught in Youth and Adult Education (EJA) in relation to the use of Digital Technology Information and Communication (TDIC). Based on this problem, the research question was developed: How do educators from a medium-sized city in the interior of the state of São Paulo of Terms I and II (Elementary Education I) of EJA work on literacy with the use of digital technologies? during the Covid-19 pandemic in 2020 and 2021? We defined as a general objective: Analyze the perceptions and results of educators in a medium-sized city in the interior of the state of São Paulo of Terms I and II of Youth and Adult Education, during the period of the Covid-19 pandemic, in the period from 2020 to 2021, in relation to the use of Digital Information and Communication Technologies. In order to represent the general objective, we present the following specific objectives: a) Know the perceptions and evaluate educators who worked during the Covid-19 pandemic in Youth and Adult Education with Terms I and II in a medium-sized city from the interior of the state of São Paulo; b) identify which TDIC were used by educators for literacy in EJA in 2020 and 2021; c) Verify the possible difficulties faced and lessons learned by educators from Terms I and II of EJA, during the use of digital technological resources and present successful experiences. We summarize the researcher's direct relationship with EJA, highlighting the reasons why we chose the topic and its challenging context. The theoretical framework comprises productions that relate to the field of EJA, the topic of research: Paulo Freire (1979; 1984; 1987; 1989; 1996; 1997); Di Pierro (2005; 2010); Di Pierro, Haddad, (2015); Haddad (1991); Haddad, Di Pierro (2000); Oliveira (1995; 1999); Paiva (2003). In the field of teacher training at EJA, we are based on Arroyo (2006); Soares, Pedroso (2016). In relation to teacher training for teaching knowledge: Tardif (2014). For teacher training and the use of technologies: Charlot (2013). With regard to training focused on literacy and literacy: Cagliari (1999); Carvalho (2009); Monteiro (2010); Soares (2002; 2018). In the field of ICT/TDIC, authors such as Belloni (2009; 2012); Bruno, Pesce (2012); Buzato (2006; 2009); Kenski (2007); Mill (2018); Mill, Jorge (2013) and theoretical-conceptual elements of the work of Álvaro Vieira Pinto (2005). Regarding public policies in the educational field: Saviani (1985; 1994; 2005; 2013; 2020). Thus, despite the challenges faced during the pandemic context, research educators systematically sought to enhance the use of TDIC, highlighting the need for continued teacher training, review of the municipal staff to ensure a pedagogical coordinator at EJA and adequacy of infrastructure in the schools where the educators worked.