Educação básica em tempos de pandemia de COVID-19: processos de tomada de decisão do estado de Goiás entre 2020 e 2021

Abstract

In the face of the health crisis caused by the COVID-19 pandemic, which required the transition from face-to-face classes to emergency remote learning in basic education institutions, this study aims to analyze the decision-making process for the implementation of emergency remote learning in the public education network of the state of Goiás. This change lasted throughout the 2020 school year and extended until the end of the first semester of 2021. We used a qualitative research approach, based on the collection of public data, and we resorted to bibliographic and documentary research to understand the strategies adopted by the government of Goiás during the period of Emergency Remote Learning. Our study focuses on the public policy cycle, with emphasis on the government's decision-making process, in contrast to the reality of students, who were removed from the physical school environment and abruptly inserted into remote learning.Imagem de Students on laptops during remote learningAbre em uma nova janela The decisions of the government of Goiás regarding the suspension of face-to-face classes and the transition to the emergency remote model were made quickly, but they presented significant failures, especially with regard to access to education. This becomes even more evident when we consider that the first measures required internet access and equipment that were not accessible to most educators and students. Over time, the government adapted to the reality of students, but within the limits of the period of emergency remote learning, while also planning the gradual return of face-toface classes. We conclude that it is urgent to implement policies that guarantee internet access and the availability of equipment that meets the needs of students and educators in the teaching and learning process, so that the government can respond effectively to emergency situations that prevent face-to-face classes for any reason. In addition, issues such as these should be considered in the training of teachers and in the adaptation of solutions to the local reality, so that in emergency situations, access to education is prioritized. We hope that this study can contribute to the development of a more effective and quality planning for students during exceptional periods. This study provides valuable insights into the challenges and opportunities of emergency remote learning. It highlights the importance of access to technology and the need for teachers to be prepared to teach in a remote setting. The study also suggests that policies should be developed to ensure that all students have access to quality education, regardless of the circumstances.