Práticas de letramento durante o ensino remoto emergencial: um estudo de caso em uma escola quilombola de Minas Gerais

Abstract

Brazil went through a pandemic situation in which experts from all areas sought answers and strategies to deal with Covid-19 and its effects on society. With the increase in cases of contagion in Minas Gerais, schools had their classes suspended, making it necessary to establish standards for the provision of the Special Regime for Non-In-Person Activities (REANP), for the continuity of school activities. REANP was created through the Tutored Studies Plan (PET), the Se Liga Na Educação Program and the Conexão Escola Application. This research has the general objective of investigating the literacy practices experienced by students and teachers from a quilombola school in Minas Gerais in the remote teaching of Portuguese language during the Covid-19 pandemic. To achieve the general objective, I based myself on the following specific objectives: a) investigate the perceptions of teachers and students about emergency remote teaching; b) analyze how emergency remote teaching activities contributed to promoting the literacy of students and teachers at a quilombola school; c) understand to what extent the literacy practices offered in PETs tend to reproduce or resist coloniality. This work aims to identify the perceptions and experiences of students and teachers at Escola do Quilombo regarding the literacy practices developed during remote teaching of Portuguese language, during the Covid-19 pandemic, through their detailed description, in contrast with laws, school documents, and understanding articulations of existing (de)colonialities. As a theoretical framework, we used the concepts of literacy(ies) by Street (2013, 2014), the processes of decoloniality/coloniality by Kilomba (2019) and Mignolo (2008, 2020, 2021), the resignification of quilombola education by Gomes (2005) and Bispo dos Santos (2015), among others who contribute to the discussion. The research is qualitative and exploratory, using interviews conducted with students and teachers in the 5th year of Elementary School and 3rd year of High School classes as a data collection instrument. The first four Portuguese Language PETs from 2020 were also analyzed, taking into account the literacy practices presented in the material. To verify the results, the content analysis proposed by Bardin (2016) was used, based on pre-analysis, exploration of the material and treatment of results, inference and interpretation. In this sense, the research contributes to problematizing the coloniality present in hegemonic educational models and to pointing out ways for an education that are committed to social justice. Thus, this investigation highlights the importance of considering the specificities and knowledge of quilombola communities when planning and implementing educational policies and practices, especially in times of crisis and transformation, such as the one experienced during the Covid-19 pandemic.