REMOTE EDUCATION AND VULNERABILITY IN PUBLIC SCHOOLS

EVIDENCED IMPACTS OF THE PANDEMIC IN THE MUNICIPALITY OF ITUUITABA/MG

Abstract

The present work aims to analyze the impacts of offering remote learning in schools that serve children in a situation of vulnerability in the first phase of Elementary School in the pandemic period between the years 2020 to 2021, in three public schools in the municipality of Ituiutaba/MG It is a qualitative approach research with document analysis and field research. This is a qualitative-quanti research, carried out through bibliographic, documentary and field research, based on the analytical descriptive method. As a methodological procedure, we used a virtual questionnaire (Google Forms) for teachers and students' families and a semi-structured interview that was carried out virtually (Google Meet) with the teachers. As a result, we can infer that the offer of remote teaching is not the same for everyone, although the teaching networks have made action plans to continue the studies. The weaknesses in the country are immense and each context has its peculiarities. To counteract all these interferences in the conduct of the health crisis we are experiencing and the reflexes on education, resistance actions are necessary in the defense of education as a common good of universal right. In this way, it is hoped that these data will help the State Department and the Municipal Department to seek ways to minimize the period of absence from face-to-face classes, which, to a certain extent, ended up contributing to the worsening of school inequalities.