Pandemia e ensino de História: uma experiência de ensino remoto emergencial a partir do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) em São Luís-MA

Abstract

This study aims to analyze my experience as a scholar for the Programa Institucional de Iniciação à Docência (PIBID) [Institutional Teaching Initiation Programme], between 2021 and 2022, within an exceptional context of isolation caused by the covid-19 pandemic during this period. In order to understand the developments that Ensino Remoto Emergencial (ERE) [Emergency Remote Teaching] has brought to local schools in São Luis (MA), I aimed to discuss educational regulations, focusing on how they refer to technological resources and how it can apply to History teaching. I also analyzed the teaching and learning practices of the UEB Drª Maria Alice Coutinho school as a class observer and during the application of the project on the kingdom of Kush, questioning the ERE and its limiting technological resources. In order to achieve these objectives, I looked after to find theoretical references that would relate to the topic, including the BNNC, the LDB, and researches on the difficulties young people have in accessing the internet and mobile phones, as well as scientific articles on social isolation, education through digital resources, history teaching and the pandemic. Based on these guidelines, we can see that municipal education in the capital of Maranhão has been greatly damaged by the abrupt and unprepared way that remote teaching was implemented, despite being a resource established within the educational laws, but without any reference for its implementation, which was challenging and interesting to observe as a scholarship holder. Despite having taken part in the programme at a difficult time for the whole world, PIBID was the gateway to an incredible and thought-provoking experience for me to understand myself as a professional in the field of education.