Curriculum Reorganization During the Pandemic: Perspectives of School Management

Abstract

Abstract: The pandemic caused by Covid-19 required the suspension of classroom lessons in all Brazilian and world schools. In order to guarantee the development of students' knowledge during this period, changes were needed in the curriculum and in the work of education professionals. Given this context, this article proposes a reflection on the reorganizations made in the curriculum and in teaching practice from the perspective of school management in public schools in Basic Education, in the North and Northwest of Rio Grande do Sul. This is qualitative research in which the empirical material was produced through questionnaires and interviews, analyzed using Discursive Textual Analysis. Inductively, three categories emerged: a) The actions of the pedagogical coordination; b) Pedagogical activities and monitoring of student development; and, c) The return of in-person classes. To enhance the discussion, it became pertinent the theoretical foundations of Paulo Freire, Tomaz Tadeu da Silva, Henry Giroux and Peter McLaren. The research’s results reveal that curricular reorganizations permeate the constitution of people’s identity. The role of pedagogical coordination was essential to support the teachers in their doubts. Teachers reinvented themselves so the school was able to maintain, even if in a different way, its role for the development of the students. There are still concerns about going back to classes, especially regarding the teachers and students' health and the outdated school content. It is recognized, however, that face-to-face lessons are irreplaceable if we are aiming at a human and emancipatory education.

Keywords: Remote teaching. Digital technologies. Social differences.