CHALLENGES AND INNOVATIONS IN EDUCATION DURING THE PANDEMIC: EXPLORING EMERGENCY REMOTE TEACHING AT THE MST ITINERANT SCHOOL IN JACAREZINHO/PR (2020)

Abstract

In the tumultuous academic and civil year of 2020, marked by the challenging COVID-19 pandemic, educators faced significant adversities, especially in the context of a developing country like Brazil. The implementation of emergency remote teaching, particularly under unstable technological access conditions for both students and teachers, exacerbated existing weaknesses in the teaching and learning structure, especially in public basic education. This complex scenario is further aggravated when analyzing the reality of an Itinerant School in a rural town in Paraná, where the lack of effective government support for education access made Emergency Remote Teaching particularly challenging for this vulnerable segment of society. This article explores the teaching-learning process in the Portuguese Language subject for the 8th grade at the Itinerant School Valmir Mota de Oliveira during the first year of the pandemic. For this analysis, in addition to a literature review, circumstantial reports—annual documents produced at the school as substitutes for traditional report cards—are utilized, encompassing the students' experiences and the pedagogical/teaching practices in the learning process. The methodology adopted includes content analysis to provide a deeper understanding of this challenging educational context.