1, 2, 3 gravando: professoras da educação básica em ação, no contexto da pandemia da COVID-19 em Belém do Pará

Abstract

In the context of the Covid-19 pandemic and the unplanned migration to online education, the disparities in access and quality of Elementary education have taken on a new dimension, characterized by the digital divide. Factors such as social class and territorial origin have determined who could continue their studies and who had to drop out of school. While acknowledging this issue, we know that teachers across the country used their professional experiences to find individual solutions that would at least mitigate the catastrophic effects of isolation for school-age students. This research aims to retrieve and understand these stories, in light of three theoretical frameworks: feminist pedagogy, informational resilience, and positive deviance. To achieve this, this research has the general objective of understanding the actions carried out by basic education teachers in the context of the pandemic, this way, in-depth interviews were conducted with three female teachers from Elementary education schools located in the periphery of Belém, PA. Additionally, educational resources created by these teachers and the solutions they found to deliver teaching and learning opportunities to their students were analyzed. The findings indicate that the teachers, in their actions and the challenges encountered throughout the activities, highlight the discrepancies between what was proposed by the government and what took place in the classroom. These accounts contribute to a critical understanding of the role of these educators in developing their solutions, often influenced by feminist perspectives, which remain Widely unnoticed by educational policymakers.