Recuperação da aprendizagem no período pós-pandêmico: propostas no município de Sorocaba - SP

Abstract

This thesis aims to analyze learning recovery in the post-pandemic period in two municipal schools in the interior of São Paulo, seeking to understand how educational policies, pedagogical practices, and teaching experiences were articulated in the face of the challenges imposed by COVID-19. Specifically, it aimed to identify the municipality's guidelines regarding learning recovery, investigate how schools organized learning recovery proposals, understand how teachers understand the proposals and how they develop strategies for student learning recovery, and learn about the participants' significant experiences regarding the learning recovery process, considering the possible reinterpretations of pedagogical action. Based on Vygotsky's Historical-Cultural Theory, the category of experience (perejivánie) is adopted as a unit of analysis capable of integrating subjective and objective dimensions of the educational process, with a focus on actions in favor of learning recovery, highlighting the impacts of the pandemic on teachers and students. The research combined analysis of academic publications, a survey of legislation on learning recovery in Brazil, interviews with teachers linked to the Learning Workshop Project, and observations in participating schools, recorded in field diaries. Among the results obtained, we highlight that the actions of the Department of Education to recover learning were fragmented and poorly coordinated, dependent on the individual efforts of teachers. Projects such as the Learning Workshop and Mediating Learning had limited reach and suffered from a lack of planning, training, and resources. The absence of continuous and integrated policies aggravated educational inequalities and compromised the effectiveness of learning recovery. The study identified conceptual confusion between the terms recovery, reinforcement, and learning recomposition, both in legislation and in teaching practice, which impacts the effectiveness of school actions. The research proposed understanding these modalities as complementary: recovery aims to ensure the appropriation of essential learning that has not been consolidated after its formal approach; reinforcement aims to consolidate, deepen, and expand partially appropriated learning, preventing future gaps; and recomposition aims to intentionally reorganize the curriculum and practices to address structural or contextual learning gaps. Based on Vygotsky's category of experience (perejivánie), it was revealed that the process of post-pandemic learning recovery involved strong contradictions between environment and subject, marked by teacher overload, lack of support, and structural inequalities. It is concluded that learning recovery goes beyond content replacement, requiring the reconstruction of bonds, integrated practices, and public policies that ensure the right to learn with dignity and equity.