Prescriptions for emergency remote teaching: analysis of the opinion of the CNE

Authors

DOI:

https://doi.org/10.5902/1984644468539

Keywords:

Emergency Remote Learning, Resume, Basic education

Abstract

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.

Author Biographies

Denise Lino de Araújo, Federal University of Campina Grande

Unidade Acadêmica de Letras

Programa de Pós-graduação em Linguagem e Ensino

Diego Andrade Silva, Federal University of Campina Grande

Bolsista CNPq/PIBIC

Universidade Federal de Campina Grande

References

ALVES, Lynn. (2020). Educação Remota: Entre a Ilusão e a Realidade. Educação, 8(3), 348–365. Acesso em 31. out. 2021

BOZCURT, Aras; SHARMA, Ramesh C. Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, v. 14, n. 1, p. i-vi, 2020. Acesso em: 28 set. 2020.

BRASIL. Parecer nº 5, de 28 de abril de 2020. Brasília, DF, 1 jun. 2020. Seção 1, p. 32.

CHARCZUK, Simone Bicca. Sustentar a Transferência no Ensino Remoto: docência em tempos de pandemia. Educação & Realidade, Porto Alegre, v. 45, n. 4, p. 56-70, 2020. FapUNIFESP (SciELO). Acesso em: 04 nov. 2021.

GOFF, Jacques Le. Documento/Monumento. In: GOFF, Jacques Le. História e Memória. Campinas: Unicamp, 1990. Cap. 11. p. 462-473

LOPES, Alice Casimiro; MACEDO, Elizabeth. Teorias de Currículo. São Paulo: Cortez, 2011. 279 p.

MÉDICI, Mônica Strege Tatto; Everson Rodrigo; Leão, Marcelo Franco. Percepções de estudantes do Ensino Médio das redes pública e privada sobre atividades remotas ofertadas em tempos de pandemia do coronavírus. Revista Thema, 18(ESPECIAL), 136-155. Acesso em: 04 nov. 2021

PAIVA JÚNIOR, Francisco Pessoa de et al (org.). Ensino Remoto em Debate. Belém: Rfb, 2020. 154 p. Disponível em: https://www.rfbeditora.com/ebooks-2020/ebook-76. Acesso em: 10 mar. 2021.

PENNA, Maura. Construindo o primeiro projeto de pesquisa em Educação e Música. 3. ed. Porto Alegre: Sulina, 2020. 199 p.

SILVA, Tomaz Tadeu da. Documentos de Identidade: uma introdução às teorias do currículo. 3. ed. Belo Horizonte: Autêntica, 2010. 156 p.

TV CULTURA. Roda Viva entrevista Priscila Cruz. Youtube, 13 de abril de 2020.

Downloads

Published

2023-06-20

How to Cite

Araújo, D. L. de, & Silva, D. A. (2023). Prescriptions for emergency remote teaching: analysis of the opinion of the CNE. Education, 48(1), e57/1–25. https://doi.org/10.5902/1984644468539

Issue

Educação, v. 48, 2023 – Jan./Dez. – Publicação contínua

Section

Continuous Demand

License

Copyright (c) 2023 Educação

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


Attribution 4.0 International (CC BY 4.0)

This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.


This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)