Teachers' perception of Emergency Remote Teaching and connections with the process of Digital Reconfiguration of the School

Abstract

The limitations and low impact of policies and other initiatives aimed at the Digital Reconfiguration of schools and education networks became more explicit with the compulsory adoption of Emergency Remote Teaching (ERT) during the pandemic. Given this scenario and perception, this study is part of an extended research project on the Digital Reconfiguration process of schools, based on the movements of adaptation and enhancement of municipal education networks, with ERT serving as the mobilizing context. In this context, the article aims to contextually analyze ERT based on teachers' perceptions, considering the Municipal Education Network of Paulista in Pernambuco as the field of intervention and analysis. The methodological options adopted involved digital questionnaires as data collection instruments, applied through the mobilization of management teams that ensured availability via official digital media, with the intention of enhancing reach and ensuring the consistency of the sample. Based on this contextualization, a theoretical bias is paved by Cultural Studies, as it explains the modus operandi of conducting the methodological movement, which is later supported and reflected upon through criticality in results and discussion anchored in teachers' perceptions of ERT and indicators for the formulation of future public policies. The results highlight, based on teachers' perceptions, the pedagogical limitations of the adopted strategies, underutilization of digital technological resources, and the adherence of professionals to training and monitoring movements. These indicators suggest that, despite the emergency efforts, the experiences built did not possess the necessary strength to contribute to the digital reconfiguration of the education network.