Os modos de utilização das tecnologias pela SME-RJ no âmbito das ações voltadas para a alfabetização

Abstract

With the challenge of COVID-19 between 2020 and 2022, educational practice, especially in Brazil, has been challenged to find ways to ensure that students have access to learning, and that teachers have guidance to enable this learning (CUNHA; SILVA; SILVA, 2020). Faced with the need for changes to meet the demands of the pandemic, the use of communication/technological tools/resources as pedagogical resources has proved promising in the field of education (KENSKI, 2012). Specifically, education departments across the country, faced with this unexpected demand, had to look for short-term alternatives. The most immediate alternative that proved viable at the time was the use of the remote teaching model (COLELLO, 1999). In this context, there are particular situations in Education Departments, such as the SME in Rio de Janeiro, which has made use of digital technologies as a teaching resource. Thus, considering this scenario, this paper aims to investigate how the SME-RJ appropriated new technologies to meet educational demands in the pandemic period, specifically related to the proposal of remote teaching, mapping the actions of planning, operationalization and use of technological resources as a pedagogical resource, focused on literacy. In methodological terms, a qualitative research perspective was adopted, inspired by the contributions of Creswell (2014) and the principles of participant research (GIL, 2007). The categories proposed for organizing the theoretical review and the production of the data are in line with the objectives and consist of describing the structures of the meetings, the content of the meetings, the participants in the meetings and the description of the processes experienced by the CAV/GEA team. The instruments used to produce the data were observation and interviews with the actors who made up the team being monitored. The results indicate that the SME/RJ, in terms of organization, focused on keeping students in touch with school and learning during the pandemic. To do this, it used strategies to expand the use of technologies on the Multi Rio channel. Among these, the use of quizzes proved promising. It can therefore be said that the use of technology during the pandemic by the SME/RJ ensured that learning was maintained and that families, students and the school interacted.