Efeitos na relação de ensino-aprendizagem após o período remoto do Covid-19: um estudo na escola Cônego Aderson Guimarães Júnior de Caxias Maranhão

Abstract

In March 2020, the World Health Organization declared the COVID-19 pandemic, resulting in social isolation measures that sparked reflections on their effects. After the transition to remote teaching during the pandemic, new questions arose about the effects of this modality on the learning process. This course completion work aims to analyze these effects that can interfere in the teaching-learning relationship, where this transition between remote and in-person teaching is considered with students from the Cônego Aderson Guimarães school, in Caxias Maranhão. Based on the theoretical contributions of authors such as, Pierre (1970), Giddens (1991), Vygotsky (1934), Freire (1968) and Primo (2020), the socioeconomic and psychological aspects that permeate the teaching-learning relationship are understood. Using a qualitative, quantitative and ethnographic methodological approach, data were collected through questionnaires administered to students and direct observation. The results revealed difficulties, such as lack of attention and psychological disorders, which worsened during remote teaching and were brought to face-to-face teaching post-pandemic.m