Da terra prometida à terra dos excluídos: vivências discentes no ensino remoto, em uma escola de assentamento agrário

Abstract

The development of Digital Information and Communication Technologies (TDIC), driven by the expansion of the emerging needs of society forged by capitalism, brings to school new ways of dealing with knowledge and information, to which it does not always respond in a dynamic or assertive way. as expected, In Brazil, the COVID-19 pandemic brought to public school education the adoption of Emergency Remote Teaching (ERE) and highlighted this mismatch, denouncing to the country the lack of physical, material, pedagogical and training infrastructure of public schools, which has put in check their inclusive formative capacity not only at that moment, but in their daily lives. Failure to respond to the demands that arise to guarantee quality education - by postponing or procrastinating the improvement of teachers' competence in the use of TDIC - and its implementation in education aimed at Basic Education, causes the distancing of egalitarian teaching as an act constitution of the public school. Such actions that incorporate the TDICs in the educational system promote and affect in a way in the reduction of the digital divide so present in the country. This work presents the results of a research that has as its starting point the theoretical-academic inquiry about what are the essential physical, material, pedagogical and formative conditions for the provision of Emergency Remote Teaching mediated by Digital Information and Communication Technologies. The general objective was to investigate the relationship of high school students with the DICT in public schools in the countryside, discussing the challenges faced in the teaching and learning process. Achieving this objective required understanding their experiences, during the ERE, in a school in the Campo/Agrarian Settlement; discuss the intersections between the dispute and conquest of land and the guarantee of education; to apprehend the access and use of TDCI as a foundation of digital inclusion and, therefore, a constituent element of the right to education. The delimited geographical and temporal space is that of the João Miguel Teixeira de Jesus State School, located in the Estrela do Norte/MST settlement, in the municipality of Montes Claros-MG. We resorted to the experiences of high school students and their experiences with the ERE, during the COVID-19 pandemic. The main theoretical references came from Arroyo (2003; 2004; 2007; 2011); Brandão (1983; 1989); Santos (1996; 1997; 2002; 2020); Levy (1999); Gutierrez and Pietro (1984); Sorj and Remold (2003) and Vieira (2004; 2009), among others. From a qualitative approach, we used a printed questionnaire applied to students. The results revealed by the data analysis reveal the precariousness, negligence, mismatch and decontextualization of public educational policies triggered by the government of Minas Gerais, in the years 2000 and 2021, in order to guarantee the right to education in public schools in the countryside. They also portray that such negligence is, in fact, a continuation of the interference of that state with these schools, during the academic years. Rights are not guaranteed where social, economic, political and educational exclusion is not established on a daily basis.