Abstract:
The present dissertation analyzed the impacts of the pandemic in the context of the teaching-learning relationship in a high school, in the city of Anápolis, Goiás. It was developed within the Education, Institutions and Educational Policies research line. The axis for understanding this problem is social and digital inclusion. The objective was to investigate the actions promoted by the investigated educational institution during the pandemic, in the context of remote classes, and in the return to face-to-face classes. The time frame refers to the years 2020 and 2021. To achieve this goal, the methodology used was bibliographic research and document analysis, which allows the observation of the actions of the State Department of Education (Orientation), the National Education Council and the State Education Council (Resolutions and opinions) and the school, especially the Political Pedagogical Projects of 2020 and 2021. As a theoretical foundation, this research is based on the reflections of Libâneo (2012), Freire (1980; 1966), Foucault (1987), among others. Thus, we sought to analyze the concepts of exclusion and inclusion until we arrived at the discussion about exclusion and digital inclusion. The process of normative construction that regulated remote education both in Brazil and in Goiás was also addressed. To this end, guiding documents sent by the Regional Education Coordination to the state schools were analyzed. Finally, the discussion around the documents was deepened, contemplating the ways in which the institution used the guidelines. According to the analysis of the documents and other data collected from the educational institution, it was clear that, although the No-Presence Classroom Scheme is an attempt to ensure the right to education, this format failed to meet the real demands of student learning.
