Implications of emergency and remote teaching: personal sense attributed to the study activity of elementary school students

• Grant number: 21/02490-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): July 01, 2021
• Effective date (End): June 30, 2022
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Flavia da Silva Ferreira Asbahr
• Grantee: Leda Leite Ferreira
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

The formation of the study activity is the task of school education and in its basis is engendered the appropriation of theoretical concepts, which promote the most decisive changes in the child's psychism. This requires the creation of effective motives for learning, which only happens in the dialectical movement with the pedagogical activity. In the concrete intermingling between these motives and their goals, personal sense develops as a dialectical unity between affect, cognition, and development, providing the educational process with affective mediation. However, the pandemic of COVID-19 impacts precisely on these issues by making the face-to-face bond between students and teachers impossible during remote teaching. Therefore, the present research aims to investigate what personal sense is attributed to the student activity by elementary school students during teaching adopted in the coronavirus pandemic. The research, theoretically grounded by Historical-Cultural Psychology and Critical Historical Pedagogy, of qualitative and exploratory nature, will be applied to 9th grade students of elementary school in a state public school in the countryside of the state of São Paulo. For this, a questionnaire will be applied, as well as a semi-structured interview and a survey of activities sent to the students. The questionnaire will be analyzed using descriptive statistics, and the interviews will be analyzed through meaning cores. This scientific initiation research is integrated to a broader research project entitled "Psychology, education and remote work in the pandemic context: public policies, social practices and resistance" that is being carried out by the members of WG 59 (Psychology and public policies) of ANPEPP (National Association of Research and Graduate Studies in Psychology), in the biennium 2020-2022, with the general scope of investigating the national educational policies that are being developed and implemented in face of the remote work trend in education. (AU)