Emergency Remote Education (ERE) in Brazil and social inequality evidenced by the pandemic of Covid-19

Abstract

The Covid-19 pandemic has plagued the world and altered the forms of interaction between people, causing changes in the way of life and work. The face-to-face conviviality was compromised due to the strategies of isolation and social distancing demanded to try to contain the contamination index. All human activities were impacted and had to be rethought and reorganized taking into account the new reality. Then, it was necessary to think ways to maintain the teaching and learning process of students. This paper aims to analyze the proposals of Emergency Remote Education (ERE) offered by some schools to try to reduce the learning losses of pupils during the pandemic. To try to portray the Brazilian reality with greater reliability, we chose to analyze proposals from state networks from different locations, in order to contemplate the five regions of the country. The methodology was summarized in a literature review on digital inclusion and technical-scientific-informational environment, social inequalities, use of technologies in the classroom, as well as discussions between teachers, managers and the recommendations of experts. Many difficulties were identified in the offer of ERE: structural, physical, emotional, psychological. Therefore, o ERE cannot be the only strategy to mediate teaching during social distancing. It is essential to rethink the strategies of democratization of access to education, under penalty of further aggravating social inequalities.