Prescriptions for emergency remote teaching: analysis of the opinion of the CNE
Emergency remote teaching in basic education was adopted in Brazil in 2020, due to the suspension of in-person classes, as a result of the COVID-19 pandemic. This teaching modality was regulated by recommendation from the National Council of Education (CNE) and from the state education secretariats....
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositório: | Revista Educação (Santa Maria. Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/68539 |
| Acesso em linha: | https://periodicos.ufsm.br/reveducacao/article/view/68539 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Ensino Remoto Emergencial Currículo Educação Básica Emergency Remote Learning Resume Basic education Enseñanza Remota de Emergencia Educación Básica |
| Resumo: | Emergency remote teaching in basic education was adopted in Brazil in 2020, due to the suspension of in-person classes, as a result of the COVID-19 pandemic. This teaching modality was regulated by recommendation from the National Council of Education (CNE) and from the state education secretariats. This article aims to analyze prescriptions for the functioning of schools at this level of education, focusing on the concepts of emergency remote teaching and curriculum. For this, a documental study of the opinion 05/2020 of the CNE was carried out. Data analysis revealed that the document emanates a curriculum with a traditional perspective, aimed at the BNCC application, disregarding the pandemic context. In addition, the prescriptions point to two movements - anchoring and distancing - that try, on the one hand, to bring new elements closer to everyday school life, such as platforms and social networks, while at the same time indicating the maintenance of practices and routines typical of the presential modality teaching, such as schedule-focused planning and carrying out assessment activities. |
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