A pandemia do COVID-19 e os impactos nos anos iniciais do ensino fundamental (1º ao 5º ano): contexto nordeste

Abstract

In 2019, the Covid-19 virus spread throughout the world, a social and global problem that affected not only Brazil. In 2020, the public health situation was worrying, with millions of deaths occurring every day. This health emergency led to the lockdown with the closure of schools and other establishments for an indefinite period, a fact that exacerbated the existing educational issues in Brazil. The following issue was investigated: impacts of the pandemic on the teaching-learning process in elementary school (grades 1-5). Based on systematic review studies, the general objective was defined: to analyze the studies produced (theses and dissertations) that address the impacts of the Covid-19 pandemic on elementary schools in the Northeast region. Several authors guided the bibliographic research, including Brandão (1982), Vigotski (2008), Santos (2020), and Araújo and Anjos (2022), among others. As guides for the systematic review research, the following were listed: Alves (2020), Viana (2022), Moreira (2024), Oliveira (2024), França (2024), Farias (2023), Santos (2024), Sousa (2024), and Guimarães (2024). In methodological terms, the following are guided by Galvão and Pereira (2014), Bardin (2016), and Roever (2017). Methodologically, a bibliographical search was initially conducted, followed by a systematic review. This search included searching on the Brazilian Digital Library of Theses and Dissertations (BDTD) for publications addressing the descriptor “Impacts of the Covid-19 Pandemic on Elementary Education.” The results were organized into a research protocol (type of publication, title, author, responsible institution, problem question, general objective, specific objectives, methodology, and research findings). The inclusion criteria were publications related to the period 2020 to 2024, publications in Portuguese, theses and dissertations presenting the impacts on elementary education (grades 1-5), and publications conducted in the Northeast region. A total of 324 publications were located. After thorough screening, nine remained: one thesis and eight dissertations, which underwent analysis. The impacts resulting from the research and related to the topic investigated sometimes overlap, but sometimes diverge. The incidents reveal that educational institutions, teachers, students, and the school community in general faced challenges. Frequent use of technological resources, many without preparation, as well as lack of access and restrictions on devices; the need for educational support and strategies for learning recovery; visibility of inequality in family support and pre-existing vulnerabilities; coping with isolation and the lack of institutional support in remote learning enabled self-development and the exchange of experiences; difficulties in pedagogical work; the remote teaching model—social isolation, little teacher/student interaction, lack of public policies for technological inclusion; children's psychological well-being, among others. Conversely, there were advances in education; immersion in technological education; concern for teacher training, considered significant; teacher self-development; and student perception of their socio-educational context, among others.