REMOTE TEACHING IN "RESTRICTED WORLD": AN ANALYSIS OF VIDEO CLASSES PRODUCED BY SÃO PAULO EDUCATION MEDIA CENTER (CMSP) DURING THE CORONAVIRUS PANDEMIC

• Grant number: 22/00995-1
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: February 01, 2023
• End date: July 31, 2025
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Luiz Antonio Calmon Nabuco Lastória
• Grantee: Helga Caroline Peres
• Host Institution: Faculdade de Ciências e Letras (FCL). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil
• Associated scholarship(s): 23/16754-6 - The televisioned pedagogical scene: formation and entertainment in video classes of São Paulo Education Media Center (CMSP), BE.EP.PD

Abstract

The spread of the new corona virus in Brazil has demanded actions of an emergency nature in several sectors of society, one of which is Basic Education. Faced with the demand for social isolation, teaching systems and school institutions across the country were compelled to deal with virtual and at a distance remote emergency education models. The present research project, which is a case study, attempts to analyze the remote emergency education model implemented by São Paulo State Department of Education. Our main objective is to analyze the didactical configuration of the video classes produced by São Paulo Educational Media Center (CMSP), aimed at Elementary School students. We understand that such investigation will provide subsidies to a specific description on this emergency remote teaching model, which becomes the main reference to the public education in São Paulo State during the pandemic. The study is guided by the following question: what is the particularity of the formation promoted by video classes, in particular, and by the remote teaching model in the State of São Paulo? Critical Theory of Society will be taken as the main reference of our analysis. Objective Hermeneutics, an empirical reconstruction procedure for pedagogical situations based on the Critical Theory of Society, will be our methodological foundation. Based on the empirical reconstruction of four video classes from CMSP, we aim to find arguments to the interpretation of formative meanings of this remote emergency teaching model.