O processo formativo na pandemia da Covid-19: um olhar a partir de estudantes e professores da Educação Profissional e Técnica de Nível Médio

Abstract

During the Covid-19 pandemic, in 2020 and 2021, Emergency Remote Teaching (ERE) was implemented as a way to continue the school calendar in times of social distancing. The ERE was characterized as a mixture of synchronous and asynchronous activities and, in the State of Paraná, it used the Google Classroom platform as a mediator of the teaching and learning processes in-state public institutions, in addition to an open TV channel and printed activities. However, we noticed that students faced learning difficulties, changes in perceptions about the school and the courses they attended. That said, this research, built within the Teaching and Learning research line of the Graduate Program in Education at the State University of Ponta Grossa, aims to analyze the implications of the Covid-19 pandemic in the teaching and learning process of students and teachers of Vocational and Technical Education of the Middle Level (EPTNM) in courses in the Integrated modality at a state school of Professional Education in the interior of the State of Paraná. It is supported by Paulo Freire (1967, 1985, 2005) in the conception of “banking” education and education as a practice of freedom, Antonio Gramsci (2001) to discuss the relationship between work and education, and Gaudêncio Frigotto (2018) with criticisms professional training that has met the immediate needs of the market. The research is qualitative, characterized as a case study, and data were collected through an electronic questionnaire and an interview. The research participants were 91 students and 30 professors from EPTNM of Integrated Technical courses. The object of this research refers to the impacts of the Covid-19 pandemic on the training process of EPTNM students at that school. We defend the thesis that the context of the Covid-19 pandemic, manifested in the alteration of the student's daily life due to social distancing and in the forms of family coexistence, in the economic effects, in the insertion of emergency remote teaching, among others, changed the perceptions that students had about their daily lives, their course and their future profession, resulting in the reduction of students' expectations about the conclusion of the course and their future profession. The results indicated that the ERE was implemented without mapping the access conditions of students and teachers, such as lack of equipment and Internet connection. Most students accessed the ERE via Smartphone and there was a need to share equipment at home. Teachers, as well as students, were impacted by ERE's lack of interactivity. Teachers had an overlapping of their functions, with too many platforms and too little time and insufficient training to prepare for teaching activities. Students pointed out that the quality of learning was unsatisfactory and that the feeling of having learned less aroused insecurity in exercising their future profession. It was also detected that emotional problems arising from the pandemic such as fear of the disease, anxiety, and nervousness were factors that directly interfered with motivation and learning.