Avaliação do regime especial de aulas não presenciais do Pará (2020- 2021) pelos agentes escolares: contributos da análise relacional Bourdieusiana

Abstract

This work presents the thesis proposal entitled “Evaluation of the special regime of non-faceto- face classes in Pará (2020-2021) by school agents: contributions from Bourdieusian relational analysis”, carried out with the Postgraduate Program in Education, State University of Ponta Grossa, in the research line “History and Educational Policy”, which has as its object the special regime of non-face-to-face classes (REANP), an educational policy aimed at education during the COVID-19 pandemic in the state of Pará (2020-2021). The research aims, in a general sense, to analyze the REANP (design) in terms of its foundations in order to understand its incorporation (implementation) by the Pará state education network and its consequences (effects) in the school context. Specifically, it seeks to 1) identify the documents, political agents and prevailing values in the establishment of the REANP as an educational policy; 2) evaluate the incorporation of the REANP and its developments in the school context; 3) verify the evaluation indicators in relation to social and territorial issues; and 4) point out the effects generated by the REANP in the school context. The assumptions underpinning the thesis are based on the field of Educational Assessment, with the main reference being the works of Fernandes (2018a, 2018b, 2010) and Januzzi (2022, 2021, 2020, 2019, 2016, 2014, 2011), as well as Pierre Bourdieu's writings on science, the state and education (2021, 2020, 2018, 2014, 2013, 2011, 1989, 1983). In terms of methodology, the research is based on a qualitative research approach using documentary analysis of the resolutions that regulate and guide teaching in the 2020-2021 school years in the state of Pará and the application of electronic questionnaires through the google forms platform with managers, pedagogical coordinators and teachers from the state public education network in Pará. The data was analyzed according to the relational method using the Multiple Correspondence Analysis (MCA) technique according to the categories of perception: field, capital and habitus. The analyses indicate that the educational policy established to guide schools during the emergency period was fragile and limited as it only aimed to maintain pedagogical activities without the presence of students and teachers on school premises, while it only indicated the adoption of pedagogical actions with the aim of bureaucratizing teaching by directing schools to prepare and send easily accessible study and learning material, record student attendance and pedagogical activities with the sole aim of completing established workloads and school days. In this way, the data suggests that the regime did not offer concrete measures to ensure that the right to education was really guaranteed to all students in Pará, given that as an educational policy it acted to aggravate the deepening of structural inequalities in society by intensifying the precariousness of school institutions, but also by weakening teaching and learning.