Políticas Públicas Educacionais: ressignificação nas práticas pedagógicas das escolas estaduais em tempos de pandemia no município de Montes Claros – MG

Abstract

This study aims to discuss public educational policies and teacher training, in addition to analyzing the impacts of the pandemic on the practices of education professionals, seeking to identify the difficulties that public schools faced in the pandemic period. In order to achieve these objectives, we seek to study the situation in which the public schools of Minas Gerais are in the period from 2019 to 2022; a time frame in the history of education, which has been troubled by emergency and decentralized public policies stemming from Covid-19. The research was carried out in two schools of the jurisdiction of the Regional Superintendence of Education-SRE of Montes Claros and the criterion of choice of these schools was the geographic region, being school A, located in the central region and the other, school B in the peripheral region. The research is characterized by a qualitative study, which was carried out through the exploratory and descriptive method through data collection, which was carried out with questionnaires and interviews. With the empirical research we seek to understand how the professionals of Basic Education, being them 02 directors, 02 specialists and 24 teachers of Elementary School, developed their activities in this period of pandemic. As a theoretical basis, authors such as: Almeida (2020) were used; Gallagher (2020); Gatti (2020), Moreira (2020); Nóvoa (2020); Oliveira (2021); Saints (2020); Silveira (2020); among others, analysis of newspaper periodicals and current articles, because it is a recent subject. We also examined documents such as state and federal legislation, decrees and memoranda, drafted as exceptional and temporary measures for the time of pandemic. Among the results obtained, social problems, difficulties, and unpreparedness of education professionals to deal with digital technologies, the impacts on teachers' pedagogical practices, the lack of resources, access to technological equipment and internet for students and teachers. We found that the biggest challenges that schools had to face during the pandemic were the overload of work and illness of education professionals, as well as the illness of students.