Pandemic and indigenous schooling: facing post pandemic indigenous school evasion with the support of education mediated by technologies

Authors

DOI:

https://doi.org/10.53628/emrede.v8i1.692

Keywords:

education, indigenous schooling, educational technologies, dropout, pandemic

Abstract

This article aims to present the set of pedagogical strategies and mechanisms used to help and maintain the school routine at the Tupinambá Indigenous State College of Acuípe de Baixo in the municipality of Ilhéus in the State of Bahia. Such strategies aimed to encourage the permanence of school actors in social isolation, which is the main form of prevention of contagion and the spread of the virus responsible for the pandemic that devastated the world in 2020 and made classroom teaching in public and private institutions of the Brazil. More specifically, in this study, we seek to identify what are the expected results in school care, mediated by technologies, in an effort to prevent indigenous school dropout and in helping to maintain the study routine for students to remain in the post-pandemic schooling process.

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Author Biographies

Ana Cláudia Vieira Braga, Universidade de Brasília (UnB), Brasília, Goiás, Brasil, anaclaudiaunb2012@gmail.com

PhD student in Education and Technology - UnB. Master in Translation by UnB – Brasília - DF, Specialist in School Management and Administration, Pedagogue, Licensed in Letters/Latin, teacher at the Department of Education of the Federal District. Researcher member of the Interdisciplinary Research Group in Education, Management and Regional Culture, registered in the Directory of Research Groups in Brazil by CNPq and the ÁBACO-UnB group. She has experience in the area of Education in teaching Portuguese and foreign languages, teacher training and text revision.

Francisco Darci Feitosa, Universidade Estadual de Goiás (UEG), Goiânia, Goiás, Brasil, franciscodarcifeitosa@gmail.com

Master's student in education at the State University of Goiás, specialist in Scenarios and Modalities of Distance Education at Faculdade Metropolitana. Graduated in Pedagogy from UEG - Campus Luziânia - GO. President of the philanthropic institution C.E.U. (Universal Ecumenical Center) Nossa Senhora Aparecida, an assistential and educational entity operating in the District of Jardim do Ingá, Luziânia - GO. Research member of the Interdisciplinary Research Group on Education, Management and Regional Culture, registered in the CNPq Directory of Research Groups in Brazil. She has experience in the area of Education in the Early Years of Elementary School and in foreign language teaching. Email: franciscodarcifeitosa@gmail.com

Jorge Manoel Adão, Universidade Estadual de Goiás (UEG), Goiânia, Goiás, Brasil, jorgeadao@yahoo.com.br

Post-Doctor in Contemporary Technologies and Cognitive Development (UFRJ), Doctor in Education (UFRGS). Professor at the State University of Goiás (UEG) - Campus Luziânia - GO. Coordinator of the Postgraduate Course Lato Sensu Teaching and Management of Higher Education (since 2015) at UEG. Leader of the Interdisciplinary Research Group in Education, Management and Regional Culture, registered in the CNPq Directory of Research Groups in Brazil. He has experience in the area of Education, with an emphasis on Ethnic-Racial Issues, Public Policy and Contemporary Technologies. E-mail: jorgeadao@yahoo.com.br

Larissa Costa Melo, Colégio Estadual Indígena Tupinambá de Acuípe de Baixo, Ilhéus, Bahia, Brasil, larissa.melo@enova.educacao.ba.gov.br

Teacher of the State Basic Education Teaching Network in Bahia, she acts as manager of the Tupinambá Indigenous State College of Acuípe de Baixo in Ilhéus/Ba. Graduated in Letters, Spanish Language and Literature from the State University of Bahia (UNEB), post-graduated in Youth and Adult Education from Faculdade de Educação São Luís, with certification in Teaching Methodology of Spanish Language from UNINTER, School Management and Special Education and Inclusive by the Knowing Scientific Center and improvement in Educational Technologies II by the Anísio Teixeira Institute.

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Capa da revista com a imagem de vários alunos estudando com o uso de computadores e tablets

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Published

2021-07-16

How to Cite

Braga, A. C. V., Feitosa, F. D., Adão, J. M., & Melo, L. C. (2021). Pandemic and indigenous schooling: facing post pandemic indigenous school evasion with the support of education mediated by technologies. EmRede - Distance Education Journal, 8(1). https://doi.org/10.53628/emrede.v8i1.692

Issue

Vol. 8 No. 1 (2021): Ensino remoto emergencial: o que aprendemos com a experiência?

Section

Dossiê Ensino Remoto Emergencial

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Copyright (c) 2021 Ana Cláudia Veira Braga, Francisco Darci Feitosa, Jorge Manoel Adão, Larissa Costa Melo

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