Relações 'afetoeducativas' em ambiências online no Ensino Fundamental I: possibilidades formativas em tempos de pandemia no Complexo da Maré – RJ

Abstract

The crisis resulting from the spread of the new coronavirus in Brazil, by imposing physical distance on us, has altered our lives and, in particular, our ways of ‘learningteaching’, now limited to 'spacetimes' mediated by technology. Educating in times of a pandemic requires us to reinvent ourselves, learn, in the process, to use new methodologies and technological and media resources, mainly with a view to the permanence of 'affectiveeducational' relationships. In this context, this research aims to understand how 'affectiveeducational' relationships established in online environments have favored the emergence of formative processes of basic education students in the ‘learningteaching’movement. To this end, our theoretical-methodological options seek another rigor, through the bricolage of the principles of multireferentiality (Ardoino, Barbier and Giust-Desprairies, 1998; Macedo; Barbosa, 2012) and the approach of 'research with everyday life' (Certeau, 2013; Andrade, Caldas and Alves, 2019). We also reflect on the importance of educational praxis (Freire, P., 2015), based on the analysis of 'conversations' and narratives as the main forms of production of 'knowledgemeanings' (Ribeiro; Sampaio; Souza, 2019), which emerged of the activated devices, with emphasis on the ZOOM and WhatsApp applications. The research, carried out from March 2020 to March 2021, had the participation of 11 students from the 4th year of Elementary School, from a school located on the outskirts of Complexo da Maré, in Rio de Janeiro. In addition, it was possible to talk with 5 guardians and 12 teachers from the same school community, expanding the productions for analysis and intertwining with the various existing knowledge. From this perspective, our research points out that, despite the difficulties of connecting to networks in the periphery, aggravated by social inequality in access, 'studentsteachers' strategies and tactics emerged that made authorial training processes possible, mainly through devices such as the WhatsApp application, favoring relationships ' affectiveeducation' in online environments in times of physical distance.