Integração das tecnologias nas normativas educacionais e a docência durante a pandemia da Covid-19 na cidade de Uberlândia-MG (2020/2021)

Abstract

This dissertation analyzes the integration of technologies into educational regulations during the COVID-19 pandemic (2020–2021), focusing on the municipal education system of Uberlândia, Minas Gerais, Brazil. The research investigates how official documents incorporated Digital Information and Communication Technologies (DICTs) and what meanings were attributed to the role and work of teachers in this context of public health emergency. The general objective is to examine how Emergency Remote Teaching (ERT) accelerated the digitalization of municipal education and to identify the impacts of this process on teacher education and pedagogical practice. Grounded in Cultural History and the History of the Present Time, the study engages with authors such as Roger Chartier, Diana Vidal, and Dominique Julia, exploring the concepts of representation and school culture. Methodologically, this is a qualitative documentary research based on the analysis of a native digital corpus composed of decrees, ordinances, and circular letters produced at the federal, state, and municipal levels. The results reveal that the regulations operated under a logic of “conservative innovation,” in which technological integration was accompanied by the reinforcement of bureaucratic control and digital surveillance over teachers’ work. The emergence of a “crisis vocabulary” was observed, legitimizing the precarization and extension of working hours and transforming the home-school space into a site of tension. The study contributes to the historiography of education by registering the pandemic as a landmark of the present time, highlighting disputes over the meanings of teacher autonomy and digital sovereignty in public schooling.