Remote education and pandemic: experiences of parents

Abstract

The paper presents an analysis of the experiences of parents and emergency remote education, implemented by the Ministry of Public Education (SEP), due to the COVID-19 pandemic. It is a phenomenological investigation, supported by the semi-structured interview, which outlines the use of ICT, through platforms and digital resources, and the process of appropriation by parents in virtual environments; its objective is to investigate what are the challenges they have faced in this period, in order to redefine this information. The work is presented in three sections: in the first, the problem is contextualized; the second presents the theoretical references and instruments used; and the third, the review, systematization and interpretation of the data obtained.

The research shows the heterogeneity of the educational environment in public schools, the little recognition of the teaching work, the functions of parents and a task for which they were not prepared. This conjuncture reveals the urgency of reworking the educational model and adapting it to the context, as well as creating educational policies, whose central axes are in the permanent updating, in the immediate attention of deficiencies and needs of the educational actors, and in providing connectivity and literacy digital to all of them.