O regime especial de atividades não presenciais (REANP) nas percepções dos professores e gestores da rede pública de Minas Gerais: um estudo na microrregião de Itajubá

Abstract

With the COVID-19 pandemic, schools were closed due to the need for social isolation. In order not to harm the school year, the Ministry of Education (MEC) proposed remote learning, to keep the student in daily virtual contact with the teacher. At Minas Gerais, the Special Regime for Non-Presential Lessons (known in Brazil by the Portuguese acronym, REANP) was regulated in basic education schools through virtuais tools and specific procedures to organize mandatory school activities. So teachers migrated their classes to the virtual environment without time for previous training. Given this scenario, analyzing teachers' perceptions about the use of Information and communication technologies (ICT) is necessary to scale the space and time of the school for digital technologies during the pandemic. Seen in these terms, this project aims to understand the perceptions of elementary school teachers and managers of public schools in Itajubá´s micro-region about the use of ICT based on the REANP. Data will be obtained through semi-structured interviews and qualitatively analyzed, according to the Content Analysis proposed by Bardin (2016). The results showed that the pedagogical use of ICT by teachers and managers faces personal, structural, legal, and methodological didactic challenges that can be overcome through teacher training that adds literacies, public policies that are less imposing and more adaptable to the specific demands of each school and resignifications of teaching practice that allow students to take ownership of their training paths through the multiple modes of communication provided by digital technologies.